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- Health Education
- Grade 912
- Health Literacy Concepts
- Core Concepts - Comprehend concepts related to health promotion and disease prevention to enhance health.
- HE.912.C.1.3 Evaluate how environment and personal health are interrelated..
- HE.912.C.1.4 Propose strategies to reduce or prevent injuries and health problems.
- Health Literacy Promotion
- Self Management - Demonstrate the ability to practice advocacy, health-enhancing behaviors, and avoidance or reduction of health risks for oneself.
- HE.912.P.7.2 Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.
- English Language Arts
- Grade 5
- Writing Standards
- Research to Build and Present Knowledge
- LAFS.5.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
- Grade 68
- Reading Standards for Literacy in Science and Technical Subjects 6-12
- Key Ideas and Details
- LAFS.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts.
- Range of Reading and Level of Text Complexity
- LAFS.68.RST.4.10 By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
- Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
- Text Types and Purposes
- LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content.
- Research to Build and Present Knowledge
- LAFS.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research.
- Grade 910
- Reading Standards for Literacy in Science and Technical Subjects 6-12
- Key Ideas and Details
- LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- Craft and Structure
- LAFS.910.RST.2.6 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.
- 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.RST.4.10 Draw evidence from informational texts to support analysis, reflection, and research.
- Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
- Text Types and Purposes
- LAFS.910.WHST.1.1 Write arguments focused on discipline-specific content.
- Research to Build and Present Knowledge
- LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.
- Mathematics
- Grade K12
- Mathematical Practice
- Make sense of problems and persevere in solving them.
- MAFS.K12.MP.1.1 Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
- Use appropriate tools strategically.
- MAFS.K12.MP.5.1 Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
- Use appropriate tools strategically.
- MAFS.K12.MP.7.1 Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
- Grade K
- Geometry
- Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
- MAFS.K.G.1.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
- MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.
- MAFS.K.G.1.3 Correctly name shapes regardless of their orientations or overall size.
- Grade 6
- Statistics & Probability
- Develop understanding of statistical variability
- MAFS.6.SP.1.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
- Summarize and describe distributions
- MAFS.6.SP.2.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
- MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context.
- Grade 912
- Algebra: Creating Equations
- Create equations that describe numbers or relationships
- MAFS.912.A-CED.1.2 Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
- Statistics & Probability: Interpreting Categorical & Quantitative Data
- Summarize, represent, and interpret data on two categorical and quantitative variables
- MAFS.912.S-ID.2.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
- Physical Education
- Grade 4
- Cognitive Abilities
- Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movement performance in a variety of physical activities.
- PE.4.C.2.4 Understand the importance of protecting parts of the body from the harmful rays of the sun.
- Grade 6
- Cognitive Abilities
- Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movement performance in a variety of physical activities.
- PE.6.C.2.22 List the three different types of heat illnesses associated with fluid loss.
- Grade 912
- Cognitive Abilities
- Identify, analyze and evaluate movement concepts, mechanical principles, safety considerations and strategies/tactics regarding movement performance in a variety of physical activities.
- PE.912.C.2.8 Differentiate between the three different types of heat illnesses associated with fluid loss.
- PE.912.C.2.9 Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
- Science
- Grade K
- Earth and Space Science
- Earth in Space and Time
- SC.K.E.5.3 Recognize that the Sun can only be seen in the daytime.
- SC.K.E.5.4 Observe that sometimes the Moon can be seen at night and sometimes during the day.
- SC.K.E.5.6 Observe that some objects are far away and some are nearby as seen from Earth.
- Nature of Science
- The Practice of Science
- SC.K.N.1.2 Make observations of the natural world and know that they are descriptors collected using the five senses.
- SC.K.N.1.3 Keep records as appropriate -- such as pictorial records -- of investigations conducted.
- SC.K.N.1.4 Observe and create a visual representation of an object which includes its major features.
- Grade 1
- Earth and Space Science
- Earth in Space and Time
- SC.1.E.5.4 Identify the beneficial and harmful properties of the Sun.
- Grade 2
- Earth and Space Science
- Earth Systems and Patterns
- SC.2.E.7.1 Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season.
- SC.2.E.7.2 Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land, and air.
- SC.2.E.7.4 Investigate that air is all around us and that moving air is wind.
- SC.2.E.7.5 State the importance of preparing for severe weather, lightning, and other weather related events.
- Grade 3
- Earth and Space Science
- Earth Structures
- SC.3.E.6.1 Demonstrate that radiant energy from the Sun can heat objects and when the Sun is not present, heat may be lost.
- Life Science
- Interdependence
- SC.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
- Nature of Science
- The Practice of Science
- SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
- SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
- Physical Science
- Properties of Matter
- SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids.
- Forms of Energy
- SC.3.P.10.1 Identify some basic forms of energy such as light, heat, sound, electrical, and mechanical.
- SC.3.P.10.4 Demonstrate that light can be reflected, refracted, and absorbed.
- Grade 4
- Earth and Space Science
- Earth Structures
- SC.4.E.6.3 Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.
- SC.4.E.6.6 Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).
- Life Science
- Interdependence
- SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
- Nature of Science
- The Practice of Science
- SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
- Physical Science
- Forms of Energy
- SC.4.P.10.1 Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.
- SC.4.P.10.4 Describe how moving water and air are sources of energy and can be used to move things.
- Energy Transfer and Transformations
- SC.4.P.11.1 Recognize that heat flows from a hot object to a cold object and that heat flow may cause materials to change temperature.
- Grade 5
- Earth and Space Science
- Earth Systems and Time
- SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.
- SC.5.E.5.3 Distinguish among the following objects of the Solar System – Sun, planets, moons, asteroids, comets – and identify Earth’s position in it.
- Earth Systems and Patterns
- SC.5.E.7.1 Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another.
- SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
- SC.5.E.7.3 Recognize how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.
- SC.5.E.7.4 Distinguish among the various forms of precipitation (rain, snow, sleet, and hail), making connections to the weather in a particular place and time.
- SC.5.E.7.5 Recognize that some of the weather-related differences, such as temperature and humidity, are found among different environments, such as swamps, deserts, and mountains.
- SC.5.E.7.6 Describe characteristics (temperature and precipitation) of different climate zones as they relate to latitude, elevation, and proximity to bodies of water.
- SC.5.E.7.7 Design a family preparedness plan for natural disasters and identify the reasons for having such a plan.
- Physical Science
- Properties of Matter
- SC.5.P.8.2 Investigate and identify materials that will dissolve in water and those that will not and identify the conditions that will speed up or slow down the dissolving process.
- Forms of Energy
- SC.5.P.10.1 Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
- SC.5.P.10.4 Investigate and explain that electrical energy can be transformed into heat, light, and sound energy, as well as the energy of motion.
- Energy Transfer and Transformations
- SC.5.P.11.1 Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop).
- Forces and Changes in Motion
- SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
- Grade 6
- Earth and Space Science
- Earth Structures
- SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
- Earth Systems and Patterns
- SC.6.E.7.1 Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system.
- SC.6.E.7.2 Investigate and apply how the cycling of water between the atmosphere and hydrosphere has an effect on weather patterns and climate.
- SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
- SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere.
- SC.6.E.7.5 Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.
- SC.6.E.7.6 Differentiate between weather and climate.
- SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure.
- Nature of Science
- The Practice of Science
- SC.6.N.1.5 Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
- Physical Science
- Forces and Changes in Motion
- SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
- SC.6.P.13.3 Investigate and describe that an unbalanced force acting on an object changes its speed, or direction of motion, or both.
- Grade 7
- Life Science
- Interdependence
- SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
- Physical Science
- Forms of Energy
- SC.7.P.10.1 Illustrate that the sun's energy arrives as radiation with a wide range of wavelengths, including infrared, visible, and ultraviolet, and that white light is made up of a spectrum of many different colors.
- Energy Transfer and Transformations
- SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.
- Grade 8
- Earth and Space Science
- Earth in Space and Time
- SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
- SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
- SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
- SC.8.E.5.11 Identify and compare characteristics of the electromagnetic spectrum such as wavelength, frequency, use, and hazards and recognize its application to an understanding of planetary images and satellite photographs.
- Life Science
- Matter and Energy Transformations
- SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
- Physical Science
- Properties of Matter
- SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes.
- Grade 912
- Earth and Space Science
- Earth in Space and Time
- 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.
- SC.912.E.5.8 Connect the concepts of radiation and the electromagnetic spectrum to the use of historical and newly-developed observational tools.
- Earth Structures
- SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation.
- Earth Systems and Patterns
- SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
- SC.912.E.7.2 Analyze the causes of the various kinds of surface and deep water motion within the oceans and their impacts on the transfer of energy between the poles and the equator.
- SC.912.E.7.3 Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and 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.
- SC.912.E.7.5 Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions.
- SC.912.E.7.6 Relate the formation of severe weather to the various physical factors.
- SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
- SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
- SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
- Life Science
- Organization and Development of Living Organisms
- SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
- Interdependence
- SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
- SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
- SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
- SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
- Nature of Science
- The Practice of Science
- SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science.
- 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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
- The Characteristics of Scientific Knowledge
- 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.
- Science and Society
- 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.
- Physical Science
- Energy
- 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.
- 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.
- Social Studies
- Grade 2
- Civics and Government
- Civic and Political Participation
- SS.2.C.2.4 Identify ways citizens can make a positive contribution in their community.
- Grade 4
- Geography
- The World in Spatial Terms
- SS.4.G.1.3 Explain how weather impacts Florida.
- Grade 6
- Geography
- Understand the relationships between the Earth's ecosystems and the populations that dwell within them.
- SS.6.G.3.1 Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.
- Grade 912
- Social Studies
- Geography
- SS.912.G.3.2 Use geographic terms and tools to explain how weather and climate influence the natural character of a place.
- World History
- Utilize historical inquiry skills and analytical processes.
- SS.912.W.1.6 Evaluate the role of history in shaping identity and character.