|SC.912.E.5.3:|| Describe and predict how the initial mass of a star determines its evolution. |
|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. |
|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. |
|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. |
|SC.912.E.7.4:|| Summarize the conditions that contribute to the climate of a geographic area, including the relationships to lakes and oceans. |
|SC.912.E.7.7:|| Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change. |
|SC.912.L.14.5:|| Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis). |
|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.14.7:|| Relate the structure of each of the major plant organs and tissues to physiological processes. |
|SC.912.L.14.26:|| Identify the major parts of the brain on diagrams or models. |
|SC.912.L.14.27:|| Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum. |
|SC.912.L.14.52:|| Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. |
|SC.912.L.15.15:|| Describe how mutation and genetic recombination increase genetic variation. |
|SC.912.L.16.1:|| Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. |
|SC.912.L.16.2:|| Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. |
|SC.912.L.16.3:|| Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. |
|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.16.5:|| Explain the basic processes of transcription and translation, and how they result in the expression of genes. |
|SC.912.L.16.7:|| Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology. |
|SC.912.L.16.9:|| Explain how and why the genetic code is universal and is common to almost all organisms. |
|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.16.12:|| Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning). |
|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.16.14:|| Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. |
|SC.912.L.16.16:|| Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. |
|SC.912.L.16.17:|| Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. |
|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.18.1:|| Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. |
|SC.912.L.18.7:|| Identify the reactants, products, and basic functions of photosynthesis. |
|SC.912.L.18.8:|| Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. |
|SC.912.L.18.9:|| Explain the interrelated nature of photosynthesis and cellular respiration. |
|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.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: |
- Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
- 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).
- Examine books and other sources of information to see what is already known,
- 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).
- Plan investigations, (Design and evaluate a scientific investigation).
- 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).
- Pose answers, explanations, or descriptions of events,
- Generate explanations that explicate or describe natural phenomena (inferences),
- Use appropriate evidence and reasoning to justify these explanations to others,
- Communicate results of scientific investigations, and
- Evaluate the merits of the explanations produced by others.
|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.1.7:|| 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.2.3:|| Identify examples of pseudoscience (such as astrology, phrenology) in society. |
|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.3.1:|| Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. |
|SC.912.P.8.6:|| Distinguish between bonding forces holding compounds together and other attractive forces, including hydrogen bonding and van der Waals forces. |
|SC.912.P.8.8:|| Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions. |
|SC.912.P.8.9:|| Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. |
|SC.912.P.8.11:|| Relate acidity and basicity to hydronium and hydroxyl ion concentration and pH. |
|SC.912.P.8.12:|| Describe the properties of the carbon atom that make the diversity of carbon compounds possible. |
|SC.912.P.8.13:|| Identify selected functional groups and relate how they contribute to properties of carbon compounds. |
|SC.912.P.10.5:|| Relate temperature to the average molecular kinetic energy. |
|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.10.10:|| Compare the magnitude and range of the four fundamental forces (gravitational, electromagnetic, weak nuclear, strong nuclear). |
|SC.912.P.10.12:|| Differentiate between chemical and nuclear reactions. |
|SC.912.P.10.14:|| Differentiate among conductors, semiconductors, and insulators. |
|SC.912.P.10.15:|| Investigate and explain the relationships among current, voltage, resistance, and power. |
|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. |
|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.12.1:|| Distinguish between scalar and vector quantities and assess which should be used to describe an event. |
|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. |
|SC.912.P.12.4:|| Describe how the gravitational force between two objects depends on their masses and the distance between them. |
|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. |
|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.
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.
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.
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.
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.
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.
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.
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.|
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.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
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.|
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.|
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.|
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.
|HE.912.C.1.3:|| Evaluate how environment and personal health are interrelated.|
Food options within a community; prenatal-care services; availability of recreational facilities; air quality; weather-safety awareness; and weather, air, and water conditions.
|HE.912.C.1.5:|| Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.|
Health prevention, detection, and treatment of: breast and testicular cancer, suicide, obesity, and industrial-related chronic disease.
|HE.912.C.1.7:|| Analyze how heredity and family history can impact personal health.|
Drug use, family obesity, heart disease, mental health, and non-communicable illness or disease.
|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. |
While the content focus of this course is consistent with the Integrated Science 2 course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work. 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.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
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