United States Coast Guard Leadership and Operations 2 (#1804310) 


This document was generated on CPALMS - www.cpalms.org
You are not viewing the current course, please click the current year’s tab.

Course Standards


Name Description
SS.912.A.3.13: Examine key events and peoples in Florida history as they relate to United States history.
Clarifications:
Examples may include, but are not limited to, the railroad industry, bridge construction in the Florida Keys, the cattle industry, the cigar industry, the influence of Cuban, Greek and Italian immigrants, Henry B. Plant, William Chipley, Henry Flagler, George Proctor, Thomas DeSaille Tucker, Hamilton Disston.

This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications page 22. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.

Standard Relation to Course: Major

SS.912.A.7.14: Review the role of the United States as a participant in the global economy (trade agreements, international competition, impact on American labor, environmental concerns).
Clarifications:
Examples may include, but are not limited to, NAFTA, World Trade Organization.

This benchmark is annually evaluated on the United States History End-of-Course Assessment. For more information on how this benchmark is evaluated view the United States History End-of-Course Assessment Test Item Specifications pages 57-59. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.

Standard Relation to Course: Major

SS.912.C.1.3: Evaluate the ideals and principles of the founding documents (Declaration of Independence, Articles of Confederation, Federalist Papers) that shaped American Democracy.

Standard Relation to Course: Major

SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.

Standard Relation to Course: Major

SS.912.C.2.3: Experience the responsibilities of citizens at the local, state, or federal levels.
Clarifications:
Examples are registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in a political campaign/mock election.

Standard Relation to Course: Major

SS.912.C.2.5: Conduct a service project to further the public good.
Clarifications:
Examples are school, community, state, national, international.

Standard Relation to Course: Major

SS.912.C.4.1: Explain how the world's nations are governed differently.

Standard Relation to Course: Major

SS.912.S.5.11: Demonstrate democratic approaches to managing disagreements and solving conflicts within a social institution.
Clarifications:
Examples may include, but are not limited to, persuasion, compromise, debate, and negotiation.

Standard Relation to Course: Major

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: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
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:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
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:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.

Standard Relation to Course: Major

PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
Clarifications:
The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.

Standard Relation to Course: Major

PE.912.C.2.9: Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
Clarifications:
Some examples of precautions are hydration and appropriate attire.

Standard Relation to Course: Major

PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.

Standard Relation to Course: Major

PE.912.R.5.3: Demonstrate sportsmanship during game situations.
Clarifications:
Some examples are controlling emotions, resolving conflicts, respecting opponents and officials, and accepting both victory and defeat.

Standard Relation to Course: Major

PE.912.R.5.5: Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

SC.912.P.8.1: Differentiate among the four states of matter.

Standard Relation to Course: Major

SC.912.P.10.12: Differentiate between chemical and nuclear reactions.

Standard Relation to Course: Major

SC.912.P.10.13: Relate the configuration of static charges to the electric field, electric force, electric potential, and electric potential energy.

Standard Relation to Course: Major

SC.912.P.10.14: Differentiate among conductors, semiconductors, and insulators.

Standard Relation to Course: Major

SC.912.P.10.15: Investigate and explain the relationships among current, voltage, resistance, and power.

Standard Relation to Course: Major

HE.912.B.6.1: Evaluate personal health practices and overall health status to include all dimensions of health.
Clarifications:
Personal strengths, physical fitness, peer relationships, environmental health, personal hygiene, non-communicable illness or disease, injury prevention, and first-aid responder's safety practices.

Standard Relation to Course: Major

HE.912.B.6.2: Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.
Clarifications:
Weight management, comprehensive physical fitness, stress management, dating relationships, risky behaviors, and a wellness-program plan.

Standard Relation to Course: Major

HE.912.C.1.4: Propose strategies to reduce or prevent injuries and health problems.
Clarifications:
Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.

Standard Relation to Course: Major

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.



General Course Information and Notes

VERSION DESCRIPTION

The mission of this course is to continue to develop the principles of leadership and citizenship in students through an understanding of United States Coast Guard history and operations.


GENERAL NOTES

This course is intended for students in grades 9 and 10 that have successfully completed USCG Leadership and Operations 1.

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 for social and instructional purposes within the school setting.   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/si.pdf.


VERSION REQUIREMENTS

Student will be required to participate in physical fitness training, volunteer activities and wear the USCG uniform periodically as directed by the instructor.


QUALIFICATIONS

Teacher candidates must be approved by the United States Coast Guard.


General Information

Course Number: 1804310 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: JROTC and Military Training > SubSubject: Coast Guard JR ROTC >
Abbreviated Title: USCG Leadership Operations 2
Number of Credits: One (1) credit
Course Attributes:
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

Junior Reserve Officer Training Corps (JROTC) (Career & Technical)
Junior Reserve Officer Training Corps (JROTC) (District-issued Employment Certificate)


There are more than 733 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22084