Access Earth/Space Science (#7920020) 

{ Earth/Space Science - 2001310 }


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Course Standards

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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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Name Description
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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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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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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Name Description
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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Name Description
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).

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.
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.



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: Draft - Course Pending Approval
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)


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