Access Earth/Space Science (#7920020) 

{ Earth/Space Science - 2001310 }


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Course Standards

Name Description
SC.912.E.5.1: Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe.
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SC.912.E.5.In.1: Recognize that the Milky Way is part of the expanding universe.
SC.912.E.5.Su.1: Recognize that the universe consists of many galaxies, including the Milky Way.
SC.912.E.5.Pa.1: Recognize that when objects move away from each other, the distance between them expands.

SC.912.E.5.2: Identify patterns in the organization and distribution of matter in the universe and the forces that determine them.
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Name Description
SC.912.E.5.In.1: Recognize that the Milky Way is part of the expanding universe.
SC.912.E.5.Su.1: Recognize that the universe consists of many galaxies, including the Milky Way.
SC.912.E.5.Pa.1: Recognize that when objects move away from each other, the distance between them expands.

SC.912.E.5.3: Describe and predict how the initial mass of a star determines its evolution.
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SC.912.E.5.In.2: Explain that stars change over time, and that stars can be different; some are smaller, some are larger and some appear brighter than others.
SC.912.E.5.Su.2: Identify differences in stars: some are smaller, some are larger and some appear brighter than others.
SC.912.E.5.Pa.2: Recognize that some stars are brighter than others.

SC.912.E.5.4: Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.
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SC.912.E.5.In.3: Describe the Sun as a medium-sized star with sunspots and storms that can affect weather and radio transmissions on Earth.
SC.912.E.5.Su.3: Describe observable effects of the Sun on Earth, such as changes in light and temperature.
SC.912.E.5.Pa.3: Observe and recognize effects of the Sun on Earth, such as temperature changes.

SC.912.E.5.5: Explain the formation of planetary systems based on our knowledge of our Solar System and apply this knowledge to newly discovered planetary systems.
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SC.912.E.5.In.4: Recognize that there are other planetary systems in the universe besides the Solar System.
SC.912.E.5.Su.4: Recognize that there are planetary systems in the Universe.
SC.912.E.5.Pa.4: Recognize that Earth is a planet.

SC.912.E.5.6: Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other.
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SC.912.E.5.In.7: Recognize a lunar eclipse, a solar eclipse, and the effect of the Moon on tides on Earth.
SC.912.E.5.Su.5: Recognize an eclipse.
SC.912.E.5.Pa.3: Observe and recognize effects of the Sun on Earth, such as temperature changes.

SC.912.E.5.9: Analyze the broad effects of space exploration on the economy and culture of Florida.
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SC.912.E.5.Su.8: Identify major contributions related to space exploration that affected Florida.
SC.912.E.5.Pa.5: Recognize items, such as freeze-dried food and space blankets, developed because of space exploration.

SC.912.E.5.11: Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.
SC.912.E.6.1: Describe and differentiate the layers of Earth and the interactions among them.
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SC.912.E.6.In.1: Describe the three layers of Earth (core, mantle, and crust).
SC.912.E.6.Su.1: Recognize the three layers of Earth (core, mantle, and crust).
SC.912.E.6.Pa.1: Identify a surface feature of Earth, such as a hill.

SC.912.E.6.2: Connect surface features to surface processes that are responsible for their formation.
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SC.912.E.6.In.2: Describe examples of surface features, such as glaciers, valleys, canyons, and dried riverbeds, which are caused by wind and erosion (surface processes).
SC.912.E.6.Su.2: Identify types of surface features, such as hills and valleys.
SC.912.E.6.Pa.1: Identify a surface feature of Earth, such as a hill.

SC.912.E.6.3: Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates.
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SC.912.E.6.In.3: Relate a cause and effect of movements in Earth’s crust (plate tectonics), such as fault lines in the plates causing earthquakes.
SC.912.E.6.Su.3: Recognize that Earth’s crust is broken into parts (plates) that move and cause mountains and volcanoes.
SC.912.E.6.Pa.2: Recognize that the surface of Earth can change.

SC.912.E.6.4: Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
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SC.912.E.6.In.4: Identify natural geological processes that change the land and water in Florida, including beach erosion and sinkholes.
SC.912.E.6.Su.4: Recognize examples of natural changes to Florida’s land and water, such as beach erosion.
SC.912.E.6.Pa.2: Recognize that the surface of Earth can change.

SC.912.E.6.5: Describe the geologic development of the present day oceans and identify commonly found features.
SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
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SC.912.E.7.In.1: Identify cycles that occur on Earth, such as the water and carbon cycles, and the role energy plays in them.
SC.912.E.7.Su.1: Recognize the phases of the water cycle that occur on Earth and the role energy plays in the water cycle.
SC.912.E.7.Pa.1: Recognize that clouds release rain (part of the water cycle).

SC.912.E.7.2: Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
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SC.912.E.7.In.2: Recognize that there are circular movements of ocean water (surface and deep-water currents) which move cold water from the poles toward the tropics and vice versa.
SC.912.E.7.Su.2: Recognize that currents move the ocean water around Earth.
SC.912.E.7.Pa.2: Recognize waves in the ocean.

SC.912.E.7.3: Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.
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SC.912.E.7.In.3: Describe the interactions among the atmosphere, hydrosphere, and biosphere, including how air, water, and land support living things and how air temperature affects water and land temperatures.
SC.912.E.7.Su.3: Recognize components of the atmosphere, the hydrosphere, and the biosphere.
SC.912.E.7.Pa.3: Recognize that humans, plants, and animals live on the Earth (biosphere).

SC.912.E.7.4: Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans.
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Name Description
SC.912.E.7.In.4: Describe variations in climate due to geological locations, such as on mountains and the nearness to large bodies of water.
SC.912.E.7.Su.4: Identify the climate conditions in different parts of the world.
SC.912.E.7.Pa.4: Recognize that weather (climate) is different in different locations.

SC.912.E.7.5: Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
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SC.912.E.7.In.5: Identify weather conditions using weather data and weather maps.
SC.912.E.7.Su.5: Identify weather conditions, including temperature, wind speed, and humidity.
SC.912.E.7.Pa.5: Recognize the weather conditions, including severe weather, in Florida.

SC.912.E.7.6: Relate the formation of severe weather to the various physical factors.
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SC.912.E.7.In.6: Compare weather conditions in different types of severe storms, including hurricanes, tornadoes, and thunderstorms.
SC.912.E.7.Su.6: Recognize conditions in severe storms, such as hurricanes, tornadoes, and thunderstorms.
SC.912.E.7.Pa.5: Recognize the weather conditions, including severe weather, in Florida.

SC.912.E.7.7: Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
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Name Description
SC.912.E.7.In.7: Recognize that global climate change is related to conditions in the atmosphere and oceans.
SC.912.E.7.Su.7: Recognize that global climate change occurs over a long period of time.
SC.912.E.7.Pa.4: Recognize that weather (climate) is different in different locations.

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.
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Name Description
SC.912.E.7.In.8: Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and sinkholes, affect human behavior.
SC.912.E.7.Su.8: Identify how weather and water conditions affect humans in Florida.
SC.912.E.7.Pa.5: Recognize the weather conditions, including severe weather, in Florida.

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.
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Name Description
SC.912.L.15.In.1: Identify that prehistoric plants and animals changed over time (evolved) or became extinct.
SC.912.L.15.Su.1: Match fossils to related species.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

SC.912.L.15.8: Describe the scientific explanations of the origin of life on Earth.
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SC.912.L.15.In.3: Identify that there are scientific explanations of the origin of life on Earth.
SC.912.L.15.Su.3: Recognize that there are scientific explanations of how life began.
SC.912.L.15.Pa.1: Recognize that plants and animals change as they age.

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.
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Name Description
SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

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.
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SC.912.N.1.In.3: Identify that scientific investigations are sometimes repeated in different locations.
SC.912.N.1.Su.3: Recognize that scientific investigations can be repeated in different locations.
SC.912.N.1.Pa.3: Recognize that when a variety of common activities are repeated the same way, the outcomes are the same.

SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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SC.912.N.1.In.1: Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of informtion to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions.
SC.912.N.1.Su.1: Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion.
SC.912.N.1.Pa.1: Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution.

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.
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SC.912.N.2.In.3: Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination.
SC.912.N.2.Su.2: Recognize that what is known about science can change based on new information.
SC.912.N.2.Pa.2: Recognize a variety of cause-effect relationships related to science.

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.
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SC.912.N.2.In.4: Identify major contributions of scientists.
SC.912.N.2.Su.3: Recognize major contributions of scientists.
SC.912.N.2.Pa.1: Recognize an example of work by scientists.

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.
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SC.912.N.3.In.1: Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation.
SC.912.N.3.Su.1: Recognize that scientific theories are supported by evidence and agreement of many scientists.
SC.912.N.3.Pa.1: Recognize examples of cause-effect descriptions or explanations related to science.

SC.912.N.3.5: Describe the function of models in science, and identify the wide range of models used in science.
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SC.912.N.3.In.3: Identify ways models are used in the study of science.
SC.912.N.3.Su.3: Recognize ways models are used in the study of science.
SC.912.N.3.Pa.2: Recognize a model used in the context of one’s own study of science.

SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
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SC.912.N.4.In.1: Identify ways scientific knowledge and problem solving benefit people.
SC.912.N.4.Su.1: Recognize ways scientific knowledge and problem solving benefit people.
SC.912.N.4.Pa.1: Recognize science information that helps people.

SC.912.P.10.4: Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter.
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SC.912.P.10.In.3: Relate the transfer of heat to the states of matter, including gases result from heating, liquids result from cooling a gas, and solids result from further cooling a liquid.
SC.912.P.10.Su.3: Observe and recognize ways that heat travels, such as through space (radiation), through solids (conduction), and through liquids and gases (convection).
SC.912.P.10.Pa.3: Recognize the source and recipient of heat transfer.

SC.912.P.10.10: Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear).
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SC.912.P.10.In.5: Identify fundamental forces, including gravitational and electromagnetic.
SC.912.P.10.Su.6: Recognize fundamental forces, such as gravitational.
SC.912.P.10.Pa.6: Recognize that an object falls unless stopped (gravity).

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.
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SC.912.P.10.In.6: Identify that atoms can be changed to release energy, such as in nuclear power plants, and recognize one related safety issue.
SC.912.P.10.Su.5: Recognize that nuclear power plants generate electricity and can be dangerous.
SC.912.P.10.Pa.5: Recognize the universal symbols for radioactive and other hazardous materials.

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.
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SC.912.P.10.In.5: Identify fundamental forces, including gravitational and electromagnetic.
SC.912.P.10.Su.9: Observe and identify the effects of magnetic attraction on iron.
SC.912.P.10.Pa.9: Recognize how magnets are used in real-world situations.

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.
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SC.912.P.10.In.9: Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared.
SC.912.P.10.Su.10: Recognize examples of electromagnetic waves moving through different media, such as microwave ovens, radios, and x-rays.
SC.912.P.10.Pa.10: Recognize primary and secondary colors in visible light.

SC.912.P.10.19: Explain that all objects emit and absorb electromagnetic radiation and distinguish between objects that are blackbody radiators and those that are not.
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.
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SC.912.P.10.In.9: Identify common applications of electromagnetic waves moving through different media, such as radio waves, microwaves, x-rays, or infrared.
SC.912.P.10.Su.10: Recognize examples of electromagnetic waves moving through different media, such as microwave ovens, radios, and x-rays.
SC.912.P.10.Pa.10: Recognize primary and secondary colors in visible light.

SC.912.P.12.2: Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
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SC.912.P.12.In.2: Identify acceleration as a change in speed or direction.
SC.912.P.12.Su.2: Recognize that acceleration generally involves a change in speed.
SC.912.P.12.Pa.2: Identify the speed and direction of a moving object, including fast and slow, up and down, round and round, straight line.

SC.912.P.12.4: Describe how the gravitational force between two objects depends on their masses and the distance between them.
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SC.912.P.12.In.4: Identify examples of how gravity attracts other objects, such as people to Earth or orbits of planets in the Solar System.
SC.912.P.12.Su.4: Identify that gravity is a force that attracts objects.
SC.912.P.12.Pa.4: Recognize that things fall down toward Earth unless stopped or held up (gravity).

LAFS.910.RST.1.1 (Archived Standard): Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.2 (Archived Standard): Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.3 (Archived Standard): 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.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 9–10 texts and topics.
LAFS.910.RST.2.5 (Archived Standard): Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.6 (Archived Standard): Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.3.7 (Archived Standard): 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.RST.3.8 (Archived Standard): Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.9 (Archived Standard): Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.4.10 (Archived Standard): By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
LAFS.910.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 9–10 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 set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
  3. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
  4. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
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LAFS.910.SL.1.AP.1a: Clarify, verify or challenge ideas and conclusions within a discussion on a given topic or text.
LAFS.910.SL.1.AP.1b: Summarize points of agreement and disagreement within a discussion on a given topic or text.
LAFS.910.SL.1.AP.1c: Use evidence and reasoning presented in discussion on topic or text to make new connections with own view or understanding.
LAFS.910.SL.1.AP.1d: Work with peers to set rules for collegial discussions and decision making.
LAFS.910.SL.1.AP.1e: Actively seek the ideas or opinions of others in a discussion on a given topic or text.
LAFS.910.SL.1.AP.1f: Engage appropriately in discussion with others who have a diverse or divergent perspective.

LAFS.910.SL.1.2 (Archived Standard): Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
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LAFS.910.SL.1.AP.2a: Analyze credibility of sources and accuracy of information presented in social media regarding a given topic or text.

LAFS.910.SL.1.3 (Archived Standard): Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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LAFS.910.SL.1.AP.3a: Determine the speaker’s point of view or purpose in a text.
LAFS.910.SL.1.AP.3b: Determine what arguments the speaker makes.
LAFS.910.SL.1.AP.3c: Evaluate the evidence used to make the argument.
LAFS.910.SL.1.AP.3d: Evaluate a speaker’s point of view, reasoning and use of evidence for false statements, faulty reasoning or exaggeration.

LAFS.910.SL.2.4 (Archived Standard): Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
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LAFS.910.SL.2.AP.4a: Orally report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details that support the main ideas.

LAFS.910.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.
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LAFS.910.SL.2.AP.5a: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

LAFS.910.WHST.1.1 (Archived Standard): Write arguments focused on discipline-specific content.
  1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
  2. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
  3. Use words, phrases, and clauses 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.910.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 ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient 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 ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
LAFS.910.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.910.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.910.WHST.2.6 (Archived Standard): Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.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.910.WHST.3.8 (Archived Standard): Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.9 (Archived Standard): Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.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.
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.
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.
Related Access Points
Name Description
MAFS.912.N-Q.1.AP.1a: Interpret units in the context of the problem.
MAFS.912.N-Q.1.AP.1b: When solving a multi-step problem, use units to evaluate the appropriateness of the solution.
MAFS.912.N-Q.1.AP.1c: Choose the appropriate units for a specific formula and interpret the meaning of the unit in that context.
MAFS.912.N-Q.1.AP.1d: Choose and interpret both 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.
Related Access Points
Name Description
MAFS.912.N-Q.1.AP.3a: Describe the accuracy of measurement when reporting quantities (you can lessen your limitations by measuring precisely).




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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.


VERSION REQUIREMENTS

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).

General Information

Course Number: 7920020 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS E/S SCI
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 9,10,11,12,30,31
Graduation Requirement: Equally Rigorous Science



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Physics (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Science (Secondary Grades 7-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Physics (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades General Science (Middle Grades 5-9)
Physics (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Science (Secondary Grades 7-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades General Science (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Physics (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Earth/Space Science (Grades 6-12)


There are more than 990 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/15515