Course StandardsIntegrate Standards for Mathematical Practice (MP) as applicable.
- MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
- MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
- MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
- MAFS.K12.MP.4.1 Model with mathematics.
- MAFS.K12.MP.5.1 Use appropriate tools strategically.
- MAFS.K12.MP.6.1 Attend to precision.
- MAFS.K12.MP.7.1 Look for and make use of structure.
- MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
|SC.912.E.5.11:||Distinguish the various methods of measuring astronomical distances and apply each in appropriate situations.|
|SC.912.E.7.6:||Relate the formation of severe weather to the various physical factors.|
|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: |
|SC.912.N.1.2:||Describe and explain what characterizes science and its methods.|
|SC.912.N.1.3:||Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.|
|SC.912.N.1.4:||Identify sources of information and assess their reliability according to the strict standards of scientific investigation.|
|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.1.6:||Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.|
|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.2.2:||Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.|
|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.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.|
|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.N.3.2:||Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.|
|SC.912.N.3.3:||Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.|
|SC.912.N.3.4:||Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.|
|SC.912.N.3.5:||Describe the function of models in science, and identify the wide range of models used in science.|
|SC.912.N.4.1:||Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.|
|SC.912.N.4.2:||Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.|
|SC.912.P.10.1:||Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.|
|SC.912.P.10.2:||Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.|
|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.|
|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.|
|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.10.16:||Explain the relationship between moving charges and magnetic fields, as well as changing magnetic fields and electric fields, and their application to modern technologies.|
|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.12.3:||Interpret and apply Newton's three laws of motion.|
|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.12.7:||Recognize that nothing travels faster than the speed of light in vacuum which is the same for all observers no matter how they or the light source are moving.|
|SC.912.P.12.8:||Recognize that Newton's Laws are a limiting case of Einstein's Special Theory of Relativity at speeds that are much smaller than the speed of light.|
|LAFS.1112.RST.1.1 (Archived Standard):||Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.|
|LAFS.1112.RST.1.3 (Archived Standard):||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.|
|LAFS.1112.RST.2.4 (Archived Standard):||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.|
|LAFS.1112.RST.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.|
|LAFS.1112.RST.4.10 (Archived Standard):||By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.|
|LAFS.1112.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.1112.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|LAFS.910.RST.1.1 (Archived Standard):||Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.|
|LAFS.910.RST.1.2 (Archived Standard):||Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.|
|LAFS.910.RST.1.3 (Archived Standard):||Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.|
|LAFS.910.RST.2.4 (Archived Standard):||Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.|
|LAFS.910.RST.2.5 (Archived Standard):||Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).|
|LAFS.910.RST.2.6 (Archived Standard):||Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.|
|LAFS.910.RST.3.7 (Archived Standard):||Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.|
|LAFS.910.RST.3.8 (Archived Standard):||Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.|
|LAFS.910.RST.3.9 (Archived Standard):||Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.|
|LAFS.910.RST.4.10 (Archived Standard):||By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.|
|LAFS.910.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
|LAFS.910.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.|
|LAFS.910.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.|
|LAFS.910.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.|
|LAFS.910.SL.2.5 (Archived Standard):||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|LAFS.910.WHST.1.1 (Archived Standard):|| Write arguments focused on discipline-specific content. |
|LAFS.910.WHST.1.2 (Archived Standard):|| Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. |
|LAFS.910.WHST.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|LAFS.910.WHST.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.910.WHST.2.6 (Archived Standard):||Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.|
|LAFS.910.WHST.3.7 (Archived Standard):||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|LAFS.910.WHST.3.8 (Archived Standard):||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.|
|LAFS.910.WHST.3.9 (Archived Standard):||Draw evidence from informational texts to support analysis, reflection, and research.|
|LAFS.910.WHST.4.10 (Archived Standard):||Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|MAFS.912.F-IF.3.7 (Archived Standard):|| Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. ★|
|MAFS.912.N-Q.1.1 (Archived Standard):||Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★|
|MAFS.912.N-Q.1.3 (Archived Standard):||Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★|
|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
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.
Literacy Standards in Science
Secondary science courses include reading standards for literacy in science and technical subjects 6-12 and writing standards for literacy in history/social studies, science, and technical subjects 6-12. The courses also include speaking and listening standards. For a complete list of standards required for this course click on the blue tile labeled course standards. You may also download the complete course including all required standards and notes sections using the export function located at the top of this page.
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
|Course Number: 2002330||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: General Sciences >
|Abbreviated Title: SPACE TECH ENG|
|Number of Credits: One (1) credit|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Terminated|
|Grade Level(s): 9,10,11,12|
| Science (Secondary Grades 7-12)|
| Chemistry (Grades 6-12)|
| Physics (Grades 6-12)|
| Biology (Grades 6-12)|
| Earth/Space Science (Grades 6-12)|
| Mathematics (Grades 6-12)|