2016-2017
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Lauren Barker
Mark Bradham
Tara Butler
Linda Gowen
Rose Rizzo
Marine Science I
Curriculum Map
Regular and Honors
2016-2017
Volusia County Schools
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Maps may also contain other helpful information, such as:
• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards. These resources can be accessed through the county Marine Science Edmodo page. Contact the District Science Office to gain access to the
code and log in at www.edmodo.com .
• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written
lab report with analysis and conclusion.
• Common Labs (CL): Each grade level has one Common Lab (CL) for each nine week period. These common labs have been designed by teachers to
allow common science experiences that align to the curriculum across the district.
• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These
literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are
provided to supplement district textbooks and can be found on the Edmodo page.
• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The
goal is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards
that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Marine Science I Curriculum Map
Page 2
2016-2017
2016
Marine
Volusia County Schools
1
2
3
What is Marine Science?
Earth Space
7
History of Oceanography and Technology
Earth’s Layers
Biology
Plate Tectonics
Marine
12
9
Earth as a System
The Ocean
Understanding the Atom
13
14
Waves, Currents, and Tides
10
Biogeochemi
cal Cycles
Cell Structure and Function
Matter and Measurement
11
8
Properties of Water
Macromolecules
Chemistry
2016
High School Weekly Curriculum Trace
4
5
6
15
The Periodic Table
16
17
18
Formation of The Oceans/Ocean Zones
19
Marine Ecology
Earth Space
Weather and Climate
Weathering and Erosion
Biology
Cell Processes
Genetics
Chemistry
2017
Ionic Bonding & Nomenclature
20
21
22
Covalent Bonding & Nomenclature
23
24
25
Chemical Composition
26
27
28
29
Marine
Marine Populations and Organism Interactions
Marine Diversity and Human Impact
Marine Resources
Earth Space
Origin of The Universe
Stars
Solar System
Biology
Genetics
Chemistry
2017
30
31
32
Stoichiometry
33
34
Marine Evolution Invertebrates
Solar System
Biology
Chemistry
Humans
Chemical Reactions
Marine
Earth Space
Evolution
36
37
Marine Evolution Vertebrates
Space Exploration
Ecology
Energy Changes & Reaction
Rates
35
States of Matter
EOC Review
Evolution
Review/Administer Biology
38
EOC Review
Bridge To Chemistry
Gas Laws
EOC Review
**Weeks 38-39 are set aside for course review and EOC administration.
Marine Science I Curriculum Map
Page 3
2016-2017
Volusia County Schools
2016-2017 Instructional Calendar
Week
Dates
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
15 August - 19 August
22 August - 26 August
29 August - 2 September
6 September - 9 September
12 September - 16 September
20 September - 23 September
26 September - 30 September
3 October - 7 October
10 October - 14 October
17 October - 20 October
24 October - 28 October
31 October - 4 November
7 November - 10 November
14 November - 18 November
21 November - 22 November
28 November - 2 December
5 December - 9 December
12 Deceber - 16 December
19 December - 20 December
19
Days
5
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
2
Quarter
Start 1st
Week
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
↑
10
Weeks
↓
End 1st
Start 2nd
↑
9
Weeks
↓
End 2nd
38
39
* See school-based testing schedule for the course EOC administration time
Dates
Days
3
4 January - 6 January
5
9 January - 13 January
4
17 January - 20 January
5
23 January - 27 January
5
30 January - 3 February
5
6 February - 10 February
5
13 February - 17 February
4
21 February - 24 February
5
27 February - 3 March
4
6 March - 9 March
5
20 March – 24 March
5
27 March - 31 March
5
3 April - 7 April
5
10 April - 14 April
5
17 April - 21 April
5
24 April - 28 April
5
1 May - 5 May
5
8 May - 12 May
Start Review and Administer EOC*
5
15 May - 19 May
5
22 May - 26 May
Quarter
Start 3rd
↑
10
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Marine Science I Curriculum Map
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 4
2016-2017
What is Marine Science?
Topics
Volusia County Schools
Unit 1: What is Marine Science?
Learning Targets and Skills
Students will:
• describe science as the study of the natural world and marine science as the study of the
oceans, its organisms, and their interactions with marine environments
•
describe science as both durable (long lasting) and robust (strongly supported by data through
experimentation), yet open to change
•
differentiate between science and non-science, citing examples of each
•
explain why something would fail to meet the criteria for science
o criteria should include testability, repeatability, and replicability
Science Processes
• set up an interactive science notebook and review lab safety protocols
Students will:
• design a controlled experiment on a marine science topic
•
use tools: this includes the use of measurement in metric and other systems, the generation and
interpretation of graphical representations of data, including data tables and graphs
•
collect, analyze, and interpret data from the experiment to draw conclusions
•
determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants
o multiple trials (repetition) or large sample sizes
o bias
o method of data collection, analysis, and interpretation
o communication of results
•
differentiate between an observation and inference, cite examples of each
•
use appropriate evidence and reasoning to justify explanations to others
•
recognize the role of creativity in constructing scientific questions, methods and explanations
•
explain how scientific knowledge and reasoning provide an empirically-based perspective to
inform society's decision making
Marine Science I Curriculum Map
Week 1 – 2
Standards
Academic Language
Science
SC.912.N.2.1
Non-science
SC.912.N.2.4
Pseudoscience
SC.912.N.3.1
Empirical knowledge
also
SC.912.N.4.2
SC.912.N.1.1
Reliability
Validity
Bias
Peer review
Control group
Limiting variables
Multiple trials
Inference
Observation
Analysis
Interpretation
Evidence
also
SC.912.N.1.2
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.7
SC.912.N.4.1
Page 5
2016-2017
Volusia County Schools
What is Marine Science?
What is Marine Science?
Chapter 1
Textbook
Videos
Websites
“Eyes of Nye-Pseudoscience ” https://youtu.be/_q8D2dhWPSs
*Safari Montage – “Freaks of The Ocean”
www.edmodo.com
www.noaa.gov
•
Teacher
Hints &
Instruction
Focus
•
•
•
Science Processes
Not in textbook
VCS Science Fair Packet
http://oceanmotion.org/html/background/timeline.htm
www.ocearch.org
A science notebook is a compilation of student learning that provides a partial record of the instructional experiences for a student. Some
teachers use spiral-bound notebooks, some use composition notebooks, while others use 3-ring binder to organize. Pages should not be taken
out of the science notebook so careful consideration should be given to the type of notebook that is used.
Scientists learn from doing investigations AND from reading non-fiction reference materials, such as, journals, newspapers, etc.
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
*The Safari Montage video “Freaks of The Ocean” is to generate interest and curiosity of the marine environment.
***This year we celebrate the 50th Annual Tomoka Regional Science Fair! Time has been given throughout the first semester to allow and
encourage students to participate in this annual event. ***
Prefix /
Suffix
Scienciawisdom
Pseudo- fake
Hyper- excess
Hypo- below
Iso- equal
Chrono- time
Tonicamount of
solute
Hydro- water
Thermotemperature
Halo- salt
Clinegradient
Resources, Activities, and Labs
The following resources can be found in the Marine Science PLC What
is Marine Science Folder:
The Eyes of Nye – Pseudoscience Video
Marine Science I Curriculum Map
Common Lab
Common Lab (CL)
CL 1 – “Horoscope Lab”
CL 1 The Horoscope Lab can be found on Edmodo in the “Marine Science
PLC Common Lab” folder.
This lab allows students to compare Science vs. Pseudoscience.
The Horoscope Lab will be completed during the first nine weeks during
the What Is Marine Science unit.
Common Science Literacy Connection (Common SLC)
Common SLC 1- The Indian River Lagoon
All of the resources for Common SLC 1 can be found in the “Marine
Science PLC Common SLC” folder.
“The Indian River Lagoon” article (text or online available)
Students will complete Text dependent questions (also found in the
“Marine Common SLC” folder on Edmodo).
Page 6
2016-2017
Topics
Volusia County Schools
Unit 2: History of Oceanography and Technology
Learning Targets and Skills
Students will:
• compare the interactions of early civilizations with the ocean to modern civilizations such as:
o food, trade, discovery, research, etc.
Oceanography Technology
History of Oceanography
•
describe the major historical contributions to oceanography:
o Phoenicians – Mediterranean trade routes
o Polynesians – primitive mapping and long distance open ocean seafaring
o Greeks – latitude via North Star and earth circumference
o Chinese – compass
o Vikings – Leif Eriksson landed in North America
o Portuguese – Christopher Columbus
•
explain how individual scientists, driven by need, used creativity and critical thinking to solve
scientific problems. These contributions impacted a variety of scientific problems in various
locations about oceanography:
o James Cook – included scientific studies on voyages
o John Harrison – chronometer
o Charles Darwin – Theory of Coral Reef Development
o H.M.S. Challenger I and II expeditions – first marine science expeditions
o Benjamin Franklin - Gulf Stream
Students will:
• describe how scientists use technology to make inferences about ocean topography
•
identify some of the major submersible vehicles used to study the oceans and their
accomplishments such as:
o Trieste – Challenger Deep
o Alvin – hydrothermal vents and Titanic site
o Johnson Sealink – panoramic view
•
describe the use of ROV, AUV, electronic navigation, and satellites in ocean research including:
o Remotely operated vehicles (ROVs)
o Autonomous Underwater Vehicles (AUVs)
o GPS and other satellites
o SCUBA
o SONAR
Marine Science I Curriculum Map
Week 3 – 5
Standards
Academic Language
Oceanography
SC.912.N.1.7
Prime Meridian
Latitude
Longitude
Equator
Compass
Chronometer
SC.912.N.1.5
SC.912.N.1.6
SC.912.N.2.5
Page 7
2016-2017
Volusia County Schools
History of Oceanography and Technology
History of Oceanography
Chapter 2
Textbook
Oceanography Technology
Chapter 2
Video – “Captain Cook – Cook’s chronometer”
http://dl.nfsa.gov.au/module/1318/
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Scienciawisdom
Pseudo- fake
Hyper- excess
Hypo- below
Iso- equal
Chrono- time
Tonicamount of
solute
Hydro- water
Thermotemperature
Halo- salt
Clinegradient
www.edmodo.com
www.noaa.gov
•
•
•
http://oceanmotion.org/html/background/timeline.htm
www.ocearch.org
A science notebook is a compilation of student learning that provides a partial record of the instructional experiences for a student. Some
teachers use spiral-bound notebooks, some use composition notebooks, while others use 3-ring binder to organize. Pages should not be taken
out of the science notebook so careful consideration should be given to the type of notebook that is used.
Scientists learn from doing investigations AND from reading non-fiction reference materials, such as, journals, newspapers, etc.
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC History
of Oceanography Folder:
Marine Science I Curriculum Map
The following resources can be found in the Marine Science PLC Ocean
Technology Folder:
Video – “Captain Cook: Cook’s chronometer” a short video that
discusses the discovery of the chronometer.
Page 8
2016-2017
Properties of Water
Topics
Volusia County Schools
Unit 3: Properties of Water
Learning Targets and Skills
Students will:
• discuss the special properties of water that contribute to earth’s suitability as an environment
for life: cohesive behavior, ability to moderate temperatures, expansion upon freezing, and
versatility as a solvent including:
o salinity and temperature affects the density of water
o polarity of water and hydrogen bonding capacity
o the thermal properties of sea water
o the process of desalination
Week 6 – 9
Standards
Academic Language
Solvent
Solute
SC.912.L.18.12 Density
Adhesion
Cohesion
Polar molecule
Viscosity
Surface tension
Halocline
Thermocline
Parts per thousand
Unit 4: Biogeochemical Cycles
Biogeochemical Cycles
Topics
Learning Targets and Skills
Students will:
• cite evidence that the ocean has had a significant influence on climate change by:
o absorbing, storing, and moving heat
o absorbing, storing, and moving carbon
o absorbing, storing, and moving water
•
Standards
SC.912.E.7.9
explain how heat capacity and the ocean play a role in moderating Earth’s climate
Students will:
• diagram and explain the biogeochemical cycles of an ecosystem including:
o water, carbon, and nitrogen cycles
•
Week 10
Academic Language
Carbon Sinks
Heat Sink
Thermocline
Current
Gulf Stream
Nitrogen Cycle
Water Cycle
Carbon Cycle
SC.912.L.17.10
identify toxic substances that accumulate in aquatic ecosystems such as:
o ammonia, nitrates, etc.
End of 1st 9 weeks
Marine Science I Curriculum Map
Page 9
2016-2017
Volusia County Schools
Properties of Water
Biogeochemical Cycles
Properties of Water
Chapters 8 and 9
Textbook
Biogeochemical Cycles
Chapter 8 (also 9, 11, 12, & 16)
“Acid Test” https://www.youtube.com/watch?v=5cqCvcX7buo
“Ocean Acidification” https://www.youtube.com/watch?v=kxPwbhFeZSw
“Video Ocean Acidification by the Alliance for Climate Education”
https://www.youtube.com/watch?v=Wo-bHt1bOsw
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Scienciawisdom
Pseudo- fake
Hyper- excess
Hypo- below
Iso- equal
Chrono- time
Tonicamount of
solute
Hydro- water
Thermotemperature
Halo- salt
Clinegradient
www.edmodo.com
www.noaa.gov
•
•
•
http://oceanmotion.org/html/background/timeline.htm
www.ocearch.org
A science notebook is a compilation of student learning that provides a partial record of the instructional experiences for a student. Some
teachers use spiral-bound notebooks, some use composition notebooks, while others use 3-ring binder to organize. Pages should not be taken
out of the science notebook so careful consideration should be given to the type of notebook that is used.
Scientists learn from doing investigations AND from reading non-fiction reference materials, such as, journals, newspapers, etc.
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC
Properties of Water Folder:
The following resources can be found in the Marine Science PLC
Biogeochemical Cycles Folder:
Lab – Properties of Water
Hydrogen Bonding Informational Sheet
Polar Covalent Bonding Informational Sheet
Properties of Water Resource Sheet
The expansion of water upon Freezing Informational Sheet
Powerpoint Properties of Water Lab
Properties of Water Students Handout
Properties of Water Answer Key
Properties of Water Lab Rubric
Alternative Activity for Properties of Water Lab
Activity Carbon Cycle Game
Marine Science I Curriculum Map
“Video Acid Test” https://www.youtube.com/watch?v=5cqCvcX7buo
Acid Test Video Questions
Page 10
2016-2017
Volusia County Schools
Unit 5: Waves, Currents, and Tides
Topics
Learning Targets and Skills
Waves, Currents, and Tides
Students will:
• describe the measureable properties of waves and explain the relationships among them and
how these properties change when the waves move from one medium to another
•
describe the movement of water in a wave
•
describe the function of models in science and identify the wide range of models used in
science:
o label the parts of a wave – crest, trough, wavelength, and height
o graph the changes in tide height vs. time to determine the relationship between moon
phases, moon positions, and the times of spring and neap tides: diurnal, semidiurnal and
mixed
•
describe factors that contribute to the formation of a wind driven wave including:
o wind speed
o fetch
o duration
•
identify major ocean currents and circulation patterns on climates of coastal regions that border
them
Marine Science I Curriculum Map
Week 11 – 13
Standards
SC.912.P.10.20
SC.912.N.3.5
Academic Language
24 hour clock
Coriolis Effect
Surface Current
Deep water current
Gyres
Orbital Motion of Water
Page 11
2016-2017
Volusia County Schools
Waves, Currents, and Tides
Textbook
Waves, Currents, and Tides
Chapters 10, 11, 12
Videos
Safari Montage - Do We Really Need The Moon?
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Scienciawisdom
Pseudo- fake
Hyper- excess
Hypo- below
Iso- equal
Chrono- time
Tonicamount of
solute
Hydro- water
Thermotemperature
Halo- salt
Clinegradient
www.edmodo.com
www.noaa.gov
•
•
http://oceanmotion.org/html/background/timeline.htm
www.ocearch.org
Scientists learn from doing investigations AND from reading non-fiction reference materials, such as, journals, newspapers, etc.
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
SLC
Common Science Literacy Connection (Common SLC)
Common SLC 2- What is the Great Pacific Ocean Garbage Patch?
All of the resources for Common SLC 2 can be found in the “Marine
Science PLC Common SLC” folder.
“What is the Great Pacific Ocean Garbage Patch?” article
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/57096#.VS
LU93dU3rU.email
http://www.cpalms.org/uploads/Resources/final/57096/Document/192
32/Text_Dependent_Questions_Ocean_Garbage.pdf
(See text dependent questions)
Day 1: Students will read article and answer vocabulary and text
evidence/content questions.
Day 2: Students will complete Writing Prompt SLC – 2 on the writing
template (also found in the “Marine Common SLC” folder on Edmodo).
Marine Science I Curriculum Map
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC Waves,
Currents, and Tides Folder:
Tides Mobile
Page 12
2016-2017
Formation of the Oceans
Topics
Volusia County Schools
Students will:
Unit 6: Formation of The Oceans and Ocean Zones
Learning Targets and Skills
•
identify the evidence used to support the Theory of Plate Tectonics
•
explain the role that different individuals have played in the development of the Theory of Plate
Tectonics including:
o Edward Suess, Alfred Wegener, and Harry Hess
•
describe the importance the Glomar Challenger and Alvin played in providing evidence to
support seafloor spreading
•
describe how the invention of sonar contributed to an advanced knowledge of the ocean
bottom
•
explain what happens at convergent, divergent, and transform plate boundaries
Ocean Zones
Students will:
• characterize the biotic and abiotic components that define marine systems
•
describe the abiotic factors and label the following areas of the marine environment including:
o photic (euphotic/dysphotic) and aphotic
o benthic (litoral, shelf, bathyal, abyssal, hadal)
o pelagic (oceanic and neritic)
•
classify and give examples of organisms as planktonic (phytoplankton and zooplankton),
nektonic, or benthic
Marine Science I Curriculum Map
Week 14 – 16
Standards
Academic Language
Hot Spot Theory
SC.912.N.1.6
SONAR
Seafloor Spreading
SC.912.N.1.5
Divergent
Convergent
Transform
SC.912.N.2.5
SC.912.L.17.7
Biotic
Abiotic
Ocean zones
Photic
Aphotic
Euphotic
Dysphotic
Halocline
Thermocline
Littoral
Sublittoral
Supralittoral
Page 13
2016-2017
Volusia County Schools
Formation of the Ocean
Formation of the Ocean
Chapter 13 (also 1, 9, & 17)
Textbook
Teacher
Hints &
Instruction
Focus
Ocean Zones
Chapter 3 (also 8 & 12)
Video “National Geographic - Light the Ocean (Documentary)”
https://www.youtube.com/watch?v=KB0eK0qac8U
Videos
Websites
Ocean Zones
www.edmodo.com
•
•
http://svs.gsfc.nasa.gov/
Online Module http://floridastudents.org/PreviewResource/StudentResource/111822
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
High interest topics during this 9 week period may include: deep sea thermal vents, hot spots, and eutrophication.
Prefix /
Suffix
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC Ocean Zones Folder:
Scienciawisdom
Photo- light
Dys-low
Eu- true
A – without
Thermo –
heat
Cation process
Activity Ocean Zones Posters Powerpoint
Activity Ocean Zones Example Photo
Video “National Geographic - Light the Ocean (Documentary)” https://www.youtube.com/watch?v=KB0eK0qac8U
Activity – “Diving the Depths of Underwater Life” an interactive lesson
(for teaching light zones and ocean zones)
http://www.cpalms.org/Public/PreviewResourceUpload/Preview/111822
Marine Science I Curriculum Map
Page 14
2016-2017
Marine Ecology
Topics
Volusia County Schools
Students will:
Unit 7: Marine Ecology
Learning Targets and Skills
•
explain the general distribution of life in aquatic systems as a function of:
o chemistry, geography, light, depth, salinity, pH, and temperature
•
describe the sources of nutrient input into the marine environment including:
o coastal run-off, river input, and upwelling
•
explain why marine life is more abundant in coastal waters as compared to the open ocean
•
describe the classification system of estuaries based on their origin
•
describe vertically mixed, slightly stratified, highly stratified, and salt wedge stratification
•
describe the abiotic and biotic factors of the following coastal ecosystems including:
o mangrove swamps, salt marshes, and sea grasses
Students will:
•
discuss how various oceanic processes, such as currents, tides, and waves affect the
abundance of aquatic organisms
•
discuss the physical and chemical factors that affect species distribution in the intertidal zones
such as:
o rocky shore and sandy beaches
Marine Science I Curriculum Map
Week 17 – 19
Standards
Academic Language
Eutrophication
SC.912.L.17.2
Clarity
Turbidity
Salinity
Temperature
SC.912.L.17.3
Littoral
Sublittoral
Supralittoral
Limiting factors
Page 15
2016-2017
Volusia County Schools
Marine Ecology
Marine Ecology
Chapter 4, 8, 14 (also 3, 12, & 16)
Textbook
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Scienciawisdom
Photo- light
Dys-low
Eu- true
A – without
Thermo –
heat
Cation process
Youtube “Estuaries: Creatures of the Mangrove” https://youtu.be/AgJz_j24krM
Youtube “Life Inside a Dead Whale” https://www.youtube.com/watch?v=cYbAwulg5zw
www.edmodo.com
•
http://svs.gsfc.nasa.gov/
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC
Marine Ecology Folder:
Activity Coastal Ecosystem Graphic Organizer
Marine Science I Curriculum Map
Common Lab (CL):
CL 2- Effects of Salinity
CL 2 Effects of Salinity can be found on edmodo in the “Marine Science
PLC Common Lab” folder.
This lab allows students to compare the effects of salinity on germination.
The Effects of Salinity will be completed during the second nine weeks
during the Marine Ecology unit.
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2016-2017
Topics
Volusia County Schools
Students will:
Marine Populations
•
Unit 8: Marine Populations and Organism Interactions
Learning Targets and Skills
describe changes in marine ecosystem resulting from seasonal variations, climate, and
succession including:
o island formation, hydrothermal communities, changes in coral communities due to
human impact, etc.
•
discuss the characteristics of populations, such as number of individuals, age structure,
density, and pattern of distribution
o survivorship curve (type 1, 2, and 3)
•
explain the relationship between limiting factors and carrying capacity
•
describe the worldwide distribution of corals and explain why corals are more common on the
western side of an ocean basin
Week 20 – 23
Academic Language
Limiting Factors
SC.912.L.17.4
Carrying Capacity
Upwelling
Standards
SC.912.L.17.1
•
Marine Organism Interactions
list the physical and chemical factors required for coral growth such as:
o moderate water motion, clear water, low nutrients, moderately high salinity, and
plenty of sunlight
Students will:
•
use a food web to identify and distinguish producers, consumers and decomposers
•
describe the pathway of energy transfer through trophic levels and the reduction of available
energy at successive trophic level (10% Rule)
•
apply the Law of Conservation of Energy to the transfer of energy between trophic levels in
terms of open and closed systems
•
compare and contrast the relationships (symbioses) among organisms including:
o predation, parasitism, competition, commensalism, and mutualism
•
SC.912.L.17.9
Symbiosis
Trophic Level
Food Web
Trophic Pyramid
Food Chain
SC.912.P.10.2
SC.912.L.17.6
give reasons for competition between organisms such as:
o availability of resources, space, and food
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Marine Populations
Marine Populations
Chapter 16
Textbook
Marine Organism Interactions
Marine Organism Interactions
Chapter 4 & 16
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Sciencia –
wisdom
Sis – process
Bio – life
Eu – true
Troph –
nutritive
www.edmodo.com
•
•
•
http://sciencecases.lib.buffalo.edu/cs/collection/
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ .
“Oh Deer!” activity from Cpalms adapted to “Sharks and Minnows” to show carrying capacity.
Resources
Labs/Activities
The following resources can be found in the Marine Science PLC Marine Populations and Organism Interaction Folder:
Activity – “Oh Deer!” http://www.cpalms.org/Public/PreviewResource/PrintResource/27672?display=block&Private=true&IsPrintPreview=true
(see teacher hints)
Lab Energy Through The Ecosystem
Marine Science I Curriculum Map
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2016-2017
Marine Diversity and Human Impact
Topics
Volusia County Schools
Unit 9: Marine Diversity and Human Impact
Learning Targets and Skills
Students will:
• describe the consequences of the losses of biodiversity due to catastrophic events:
o climate changes, human activity, the introduction of invasive and non-native species
•
identify marine invasive species, their effects on the marine ecosystems and their modes of
introduction such as:
o green mussels, lionfish, pink jellyfish, Brazilian pepper, Australian Pine, and hydrilla
•
explain the concept of overfishing in terms of maximum sustainable yield and cite examples of
overfished stocks including:
o cod, tuna, sharks, and grouper
•
describe the methods of commercial fishing and their impact on the world’s oceans including:
o long lines, drift nets, trawling, purse seines, and gill nets
•
describe the impact humans have on marine systems including:
o coral bleaching, rising sea levels, increase CO2, increase algal blooms, over fishing,
mercury levels, and wetland destruction
•
describe the impact of natural catastrophic events that affect the marine environment such
as:
o tsunamis, volcanic eruption, methane hydrate eruptions, and earthquakes
HONORS
1. relate the formation of severe weather to the various physical factors
Marine Science I Curriculum Map
Week 24 – 27
Standards
Academic Language
Invasive Species
SC.912.L.17.8
Biodiversity
SC.912.L.14.6
HONORS
SC.912.E.7.6
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2016-2017
Volusia County Schools
Marine Diversity and Human Impact
Marine Diversity and Human Impact
Chapter 15, 18, & 19
Textbook
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Sciencia –
wisdom
Sis – process
Bio – life
Eu – true
Troph –
nutritive
Safari Montage – Strange Days on Planet Earth: The One Degree Factor
www.edmodo.com
•
•
•
http://sciencecases.lib.buffalo.edu/cs/collection/
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ .
Marine Oil Spill Lab available on Edmodo in the Marine Diversity and Human Impact Folder.
Resources, Labs, and Activities
The following resources can be found in the Marine Science
PLC Marine Diversity and Human Impact Folder:
Activity Dolphin Case Study 3
Lab Oil Spill
Common Lab 3:
CL 3 - The Ocean Acidification Laboratory can be found on Edmodo in the Marine
Science PLC Common Lab folder.
This lab allows students to better understand the carbon cycle and human impact.
CL 3 will be completed during the third nine weeks during the ocean unit.
Powerpoint Oil Spill
Marine Science I Curriculum Map
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2016-2017
Marine Diversity and Human Impact
Topics
Marine Resources
Topics
Volusia County Schools
Students will:
Unit 9: Marine Diversity and Human Impact (cont.)
Learning Targets and Skills
•
Identify sources of marine pollution such as:
o agricultural and municipal runoff, airborne emissions, spills/dumping, coal burning,
plastics and chlorinated hydrocarbon, and photodegredation of plastics
•
discuss the large scale environmental impacts resulting from human activity including:
o waste spills, oil spills, runoff, greenhouse gases, ozone depletion and surface and
groundwater pollution, and The Great Pacific Garbage Patch
o the pros and cons of dredging
o the naturalization of Australian Pine
HONORS
1. describe how human population size and resource use relate to environmental quality
Week 24 – 27
Academic Language
Biomagnification
SC.912.L.17.16
Bioaccumulation
Point Source
Nonpoint Source
Ocean Acidification
Bioremediation
Standards
HONORS
SC.912.L.17.18
2. evaluate the impact of biotechnology on the individual, society and the environment including:
o medical and ethical issues
SC.912.L.16.10
3. assess the effectiveness of innovative methods of protecting the environment
SC.912.L.17.17
Unit 10: Marine Resources
Learning Targets and Skills
Students will:
• evaluate the cost and benefits of renewable and non-renewable resources such as:
o water, water motion, wind energy, fossil fuels, marine life , and algae (bio-fuel)
•
identify marine examples of renewable resources and the costs and benefits of their use
•
differentiate between abiotic and biotic resources
•
evaluate the potential environmental impacts resulting from the use of renewable and/or
nonrenewable resources including:
o how algae is used commercially
o how public pressure and government oversight has successfully reduced the by-catch of
various marine species
Marine Science I Curriculum Map
Week 28 – 29
Academic Language
Renewable Resources
SC.912.L.17.11 Nonrenewable
Resources
Abiotic Resources
Biotic Resources
Standards
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2016-2017
Volusia County Schools
Marine Resources
Marine Resources
Chapter 17
Textbook
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
www.edmodo.com
•
•
http://sciencecases.lib.buffalo.edu/cs/collection/
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science Office.
Case studies available through Buffalo University http://sciencecases.lib.buffalo.edu/cs/collection/ .
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC Marine Resources folder:
Sciencia –
wisdom
Sis – process
Bio – life
Eu – true
Troph –
nutritive
Marine Science I Curriculum Map
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2016-2017
Marine Evolution Invertebrates
Topics
Volusia County Schools
Students will:
Unit 11: Marine Evolution of Invertebrates
Learning Targets and Skills
•
describe the importance of a common naming system to classify organisms
•
describe and compare the unique characteristics of marine organisms that define how they
are classified
•
describe the conditions required for natural selection including:
o overproduction of offspring, inherited variation, struggle to survive which results in
differential reproductive success
•
explain the adaptations to the marine environment for the following divisions in Kingdom
Protista: (different colors are caused by different pigments)
o Phaeophyta (brown algae): stipe, thallus, blade, holdfast, pneumatocysts (floating
structure)
o Chlorophyta (green algae): evolved into terrestrial plants
o Rhodophyta (red algae): deepest
•
cite examples and explain the adaptations to the marine environment of the following
invertebrate phyla:
o Porifera: asymmetry, sessile, filter feeder, types of reproduction, spicules, toxins
o Cnidaria: cnidocytes/ nematocysts (stinging cells), tentacles, polyp, medusa
o Ctenophora: radial symmetry and cilia
o Mollusca: shell, mantle, foot, radula
o Annelida: segmented, bilateral symmetry
o Arthropoda: jointed appendages, exoskeleton, molting
o Echinodermata: radial symmetry, water vascular system, tube feet, regeneration
Standards
Week 30 – 33
Academic Language
SC.912.L.15.13
Binomial Nomenclature
Linnaeus Classification
System
Taxonomy
Natural Selection
Adaptation
*Include human impacts on the preceding taxons.
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Marine Evolution Invertebrates
Marine Evolution Invertebrates
Chapter 5 and 6
Textbook
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Safari Montage – “Devils of the Deep”
Safari Montage – “Jellyfish Growth and Development”
Jellyfish - https://youtu.be/eC5-y_oTI2Q
Seastars - https://youtu.be/TioCree5axI and https://youtu.be/Xm2mF2IgLrA
Sea Mussels - https://youtu.be/C-3GqvLswc8
www.edmodo.com
•
•
•
http://virtualurchin.stanford.edu/
https://www.youtube.com/user/AsapSCIENCE
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science
Office.
Many teachers utilize the “Fish Food” unit during the 4th 9 weeks. This long-term unit can be found in detail at www.edmodo.com in the
Marine group’s “Fish Food” folder.
Various video resources available in the Marine Evolution Folders for phylums.
Resources, Labs, and Activities
The following resources can be found in the Marine Science PLC Marine Evolution Invertebrates Folder:
Scienciawisdom
Poda- foot
Ichthyes- fish
Osteo- bone
Chondrichcartilage
Cephalohead
Gastrostomach
Phyta- plants
or algae
Derma-skin
Echino- spiny
Cnid- stinger
Mammo-milk
producing
Marine Science I Curriculum Map
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2016-2017
Marine Evolution Vertebrates
Topics
Volusia County Schools
Unit 12: Marine Evolution of Vertebrates
Learning Targets and Skills
Students will:
•
cite examples and explain the adaptations to the marine environment of the following fish
classes: Agnatha, Chondrichthyes, and Osteichthyes
o sensory systems
o buoyancy and energy saving techniques (skeleton, liver, body shape)
o fins, mouths, and body shapes
o reproductive strategies
•
cite examples and explain the adaptations to the marine environment of the following
tetrapod classes:
o Aves: waterproof feathers, web feet, eating strategies, salt excretion, migration
o Reptilia: scales, salt excretion, migrations, terrestrial egg laying, ectothermic
o Mammalia: insulation, feeding strategies, migration
 breathe air, lactation, have hair, live birth, and warm-blooded
•
cite examples and explain the adaptations to the marine environment of the following
mammalian orders:
o Pinnipedia (seal, walrus, and sea lion): flipper movement, body shape, time in water
vs.on land
o Sirenia (manatee and dugong): flippers, herbivores
o Cetacea (whale): echolocation, dive reflex, myoglobin, body shapes, behaviors
 Odontecete (toothed whale)
 Mysticete (baleen)
o Carnivora (sea otter, polar bear): carnivores, large canines
Week 34 – 37
Standards
Academic Language
*Include human impacts on the preceding taxons.
Marine Science Review and EOC
Marine Science I Curriculum Map
Week 37 - 39
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2016-2017
Volusia County Schools
Marine Evolution Vertebrates
Marine Evolution Vertebrates
Chapter 7
Textbook
Videos
Websites
Teacher
Hints &
Instruction
Focus
Prefix /
Suffix
Scienciawisdom
Poda- foot
Ichthyes- fish
Osteo- bone
Chondrichcartilage
Cephalohead
Gastrostomach
Phyta- plants
or algae
Derma-skin
Echino- spiny
Cnid- stinger
Mammo-milk
producing
Sneezing iguanas - https://youtu.be/tt_DXCQrPGA
www.edmodo.com
•
•
•
http://virtualurchin.stanford.edu/
https://www.youtube.com/user/AsapSCIENCE
All resources will be available on the Marine Science Edmodo page. The code to this group site will be available at the District Science
Office.
Many teachers utilize the “Fish Food” unit during the 4th 9 weeks. This long-term unit can be found in detail at www.edmodo.com in the
Marine group’s “Fish Food” folder.
Various video resources available in the Marine Evolution Folders for phylums.
Resources, Labs, and Activities
Common Science Literacy Connection (Common SLC)
Common SLC – 4 “Legged Sea Cow Fossil Found in Jamaica”
Articlehttp://www.cpalms.org/Public/PreviewResourceUrl/Preview/57026#.VS6C_7G8wYw.e
mail
The following resources can be found in the Marine
Science PLC Marine Evolution Vertebrates Folder:
Activity Design A Fish
Activity Fish Morphology
http://www.cpalms.org/uploads/Resources/final/57026/Document/19343/Text_Depen
dent_Questions_Sea_Cow_Fossil.pdf
All resources for SLC 4 can be found in the Marine Science PLC Common SLC folder on
Edmodo.
Day 1: Students read article and answer vocabulary and text evidence/content
questions.
Day 2: Students will complete Writing Prompt as SLC 4 on the writing template
All resources for Common SLC 4 can be found in the Marine Science PLC Common SLC
folder on Edmodo).
Common Lab (CL)
CL – 4 “How Many Penguins Does It Take?”
(for teaching carrying capacity and limiting factors) All lab resource can be found in the
Marine Science PLC Common Lab folder on Edmodo.
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to
attending to special cases or exceptions defined in the text.
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
c. Use varied transitions and sentence structures to link the major
force, energy.)
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
d. Use precise language and domain-specific vocabulary to manage the
in words in a text into visual form (e.g., a table or chart) and translate
complexity of the topic and convey a style appropriate to the discipline
information expressed visually or mathematical (e.g., in an equation) into
and context as well as to the expertise of likely readers.
words.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
f. Provide a concluding statement or section that follows from and
proficiently.
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Marine Science I Curriculum Map
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2016-2017
Volusia County Schools
Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks;
to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text.
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain-specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Marine Science I Curriculum Map
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Marine Science I Curriculum Map
Volusia County Schools
Page 31