Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
| Course Number1111 |
Course Title222 |
| 2001350: | Astronomy Solar/Galactic (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2020910: | Astronomy Solar/Galactic Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000430: | Biology Technology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 3027010: | Biotechnology 1 (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 3027020: | Biotechnology 2 (Specifically in versions: 2015 and beyond (current)) |
| 2003340: | Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003350: | Chemistry 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003360: | Chemistry 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001310: | Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001320: | Earth/Space Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000380: | Ecology (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2001340: | Environmental Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2002480: | Forensic Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2017, 2017 - 2022, 2022 and beyond (current)) |
| 2002490: | Forensic Sciences 2 (Specifically in versions: 2014 - 2015, 2015 - 2017, 2017 - 2022, 2022 and beyond (current)) |
| 2002410: | Integrated Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002440: | Integrated Science 3 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2000390: | Limnology (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2002500: | Marine Science 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002510: | Marine Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002520: | Marine Science 2 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002530: | Marine Science 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003400: | Nuclear Radiation (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2020710: | Nuclear Radiation Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003310: | Physical Science (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2003320: | Physical Science Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003380: | Physics 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003390: | Physics 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003410: | Physics 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003600: | Principles of Technology 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003610: | Principles of Technology 2 (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2002540: | Solar Energy Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002550: | Solar Energy 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2002330: | Space Technology and Engineering (Specifically in versions: 2014 - 2015, 2015 - 2018 (course terminated)) |
| 2003800: | Florida's Preinternational Baccalaureate Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002340: | Experimental Science 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002350: | Experimental Science 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002360: | Experimental Science 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2002370: | Experimental Science 4 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 7920011: | Access Chemistry 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 7920020: | Access Earth/Space Science (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2000500: | Bioscience 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2000510: | Bioscience 2 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2000520: | Bioscience 3 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2002445: | Integrated Science 3 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 2003345: | Chemistry 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |
| 2003385: | Physics 1 for Credit Recovery (Specifically in versions: 2014 - 2015, 2015 - 2020 (course terminated)) |
| 2003500: | Renewable Energy 1 Honors (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2023, 2023 and beyond (current)) |
| 2003836: | Florida's Preinternational Baccalaureate Physics 1 (Specifically in versions: 2015 - 2022, 2022 and beyond (current)) |
| 2003838: | Florida's Preinternational Baccalaureate Physics 2 (Specifically in versions: 2015 and beyond (current)) |
| 7920022: | Access Physical Science (Specifically in versions: 2016 - 2018, 2018 - 2023, 2023 and beyond (current)) |
| 2001341: | Environmental Science Honors (Specifically in versions: 2016 - 2022, 2022 and beyond (current)) |
| 2001330: | Meteorology Honors (Specifically in versions: 2016 - 2019, 2019 - 2022, 2022 and beyond (current)) |
| Name |
Description |
| Biotechnology (Genetically Modified Organisms) and Government Part 2 | This is Lesson 2 of a 3-lesson series on Biotechnology and Government. Students develop a deep understanding of the effect of biotechnology on the individual, society, and environment. Several examples of Genetically Modified Organisms are reviewed. Laboratory procedures for how GMOs are made are not included. Students have the misconception that Genetically modified organisms are not evaluated and monitored for safety. Students will learn the cooperative roles that the Food and Drug Administration, the US Department of Agriculture, and the Environmental Protection Agency have in approving a GMO. Lesson 1 – Introduction and scaffolding. **Lesson 2 – Deepening understanding and practice. Lesson 3 – Apply what has been learned. |
| Biotechnology (Genetically Modified Organisms) and Government Part 1 | Students have the misconception that Genetically Modified foods are sold without an evaluation of safety, regulation, or monitoring.
Students will learn what Genetically Modified Organisms are. Specific examples of Bt Toxin and Herbicide Resistance genes are highlighted. Laboratory techniques are not discussed.
Students will analyze a graph showing Bt corn, Bt cotton, and Herbicide Tolerant corn, soybean, and cotton use has increased from 15 percent in 1996 to 90 percent in 2022.
Students will learn the need for regulating agencies, and where they fit within government organization. Students will learn that the Food and Drug Administration, the U.S. Department of Agriculture, and the Environmental Protection Agency work together to evaluate GMOs and approve for use. |
| Sea Ice Analysis | The changing climate is an important topic for both scientific analysis and worldly knowledge. This lesson uses data collected by the National Snow and Ice Data Center to create and use mathematical models as a predictive tool and do critical analysis of sea ice loss. |
| Harmful Algal Blooms |
Harmful algal blooms are the result of bacteria and phytoplankton obtaining far too many nutrients from fertilizers, sewage, and other pollutants. This lesson explains the causes and effects of these blooms in depth, and students will consider solutions for reducing blooms around Florida. This lesson involves a classroom discussion of the costs and benefits involved in reducing harmful algal blooms, and how science can be used to inform policy.
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| Citizen Science |
Citizen science is a critical component to many different scientific studies, and gives citizen scientists the opportunity to better understand the research and the process. In some studies, citizen scientists assist in major scientific discoveries that can change or create legislature. Students will participate in ongoing citizen science projects to learn more about the scientific method.
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| CO2: Find Out What It Means to You | This BLOSSOMS lesson discusses Carbon Dioxide, and its impact on climate change. The main learning objective is for students to become more familiar with human production of Carbon Dioxide gas, as well as to gain an awareness of the potential for this gas to effect the temperature of Earth’s atmosphere. This lesson should take about an hour to complete. In order to complete the lesson, the teacher will need: printed copies of signs representing the different products and processes that take place in the carbon cycle (included), samples of matter that represent those products, handouts for the students to create a graphic of the carbon cycle (included) and graph paper or graphing software for students to create graphs. In the breaks of this BLOSSOMS lesson, students will be creating models of the carbon cycle as well as observing experiments and analyzing data from them. It is hoped that this lesson will familiarize students with ways in which carbon moves through our environment and provide them with some personal connection to the impact that an increased concentration of CO2 can have on air temperature. The goal is to spark their interest and hopefully to encourage them to ask and investigate more questions about the climate. |
| Gr 9-12. Everglades Restoration, Lesson 2: Our Changing Watershed | Students will read a passage from Marjory Stoneman Douglas’s The Everglades: The River of Grass and compare the description with the present day Everglades. They will then look at the impacts from the US Army Corps of Engineers project and evaluate whether the Comprehensive Everglades Restoration Plan (CERP) addresses these issues. |
| Sinkholes Under Your Home | In this MEA, students will determine the best location for building homes based on sinkhole data. Students will determine the best location for building new homes for a growing population, investigate sinkhole data, and determine the best location for the new homes.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Battle of the Borders | This resource is about the difficulties of implementing environmental policies and laws that effect human behaviors and land in bordering countries. It uses a reading strategy called SLAM to analyze arguments and identify supporting details in written text. |
| Evaluating Claims About Cancer | Students identify claims about UV exposure presented in a selection of media items, then design, execute, and report the results of an experiment designed to test one such claim. |
| Preserving Our Marine Ecosystems | The focus of this MEA is oil spills and their effect on the environment. In this activity, students from a fictitious class are studying about the effects of an oil spill on marine ecosystems and have performed an experiment in which they were asked to try to rid a teaspoon of corn oil from a baking pan filled with two liters of water as thoroughly as possible in a limited timeframe and with limited resources. By examining, analyzing, and evaluating experimental data related to resource usage, disposal, and labor costs, students must face the tradeoffs that are involved in trying to preserve an ecosystem when time, money, and resources are limited. |
| Technology vs. Ethics Debate | Students will debate several controversial issues such as human cloning, use of performance enhancing drugs in sports, and space exploration in order to determine which they deem more important to society: technology or ethics. After brainstorming a list of issues and cutting it down to 8, students will be given 4 to 5 days to research the issues and prepare for the debate. Students will not know which side they are debating until the debate begins. The purpose of this exercise is for students to carefully consider both sides of issues, as well as alternatives, and to understand the importance of maintaining a healthy balance between ethics and technology.
After the debate,students will write about what they have learned in terms of the issues themselves, their team's performance in the debate, and whether or not their opinion has changed on any issue due to some important point made during the debate. |
| Killer Microbe | A lesson about the important topic of antibiotic-resistant bacteria with student activities and A/V resources. |
| Personal DNA Testing | A lesson with multi-media components from PBS/NOVA that focuses on DNA testing, including techniques, purposes, and considerations for biotechnology and human decisions regarding health. Students will learn about single nucleotide polymorphisms, how they are used in science, and how they are being used in the medical field. Students will apply this knowledge by looking at a mock data set and probabilities to inform medical recommendations. |
| Plants versus Pollutants Model Eliciting Activity | The Plants versus Pollutants MEA provides students with an open-ended problem in which they must work as a team to design a procedure to select the best plants to clean up certain toxins. This MEA requires students to formulate a phytoremediation-based solution to a problem involving cleaning of a contaminated land site. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Name |
Description |
| With Data and Resolve, Tacoma Fights Pollution | This informational text resource is intended to support reading in the content area. Rain and runoff carry pollutants from human activity to the sea in places like Tacoma, Washington. The city has devised a scientific process for identifying sources and pathways of pollution and is making headway in reducing pollutant buildup and damage. By utilizing forensic methods to find the source of pollution and fining polluters, Tacoma is winning the war. |
| NASA Widens 2014 Hurricane Research Mission | This informational text resource is intended to support reading in the content area. This article focuses on the technology used by NASA for its most recent research being conducted on hurricanes. It describes the technology used as well as the data that is collected. It is an excellent article for explaining how scientists "know what they know" about weather. |
| Yellowstone National Park is a Volcano | This informational text resource is intended to support reading in the content area. This article tells the geologic history of Yellowstone, the volcano. It describes the basic "hot spot" premise and the features resulting from a hot spot in the middle of a continental plate. The article is reassuring about the future of Yellowstone—as it points out, there is no imminent danger, just fascinating geology! |
| Invasive Pythons Put Squeeze on Everglades' Animals | This informational text resource is intended to support reading in the content area. This interesting article about Burmese pythons in the Everglades showcases the effect one invasive species has on a local ecosystem and habitat. This is a great way to discuss invasive species in the classroom and explore the causes and effects on biodiversity. |
| New Problem Linked to 'Jet Lag' | This resource is intended to support reading in the content area. Scientists have discovered that when they disrupt waking and sleeping times in mice, their immune systems responded in a harmful way causing disease, asthma, allergies, and maybe even immune disorders. |
| Illuminating the Perils of Pollution, Nature's Way | This informational text resource is intended to support reading in the content area. This article explores the work of Dr. Edith Widder in researching animals that make light. Specifically, she has has found a way use bioluminescence to fight pollution in the Indian River Lagoon. |
