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Educational Objectives For 2 Day Trips- Florida
SPRINGS SAFARI EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
Students will:
- learn the importance of recording data in a field journal, with an emphasis on the value of each person’s contribution to the total body of scientific observations and the effort to compare and contrast their findings with those of other students
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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.
- learn the importance of conducting water testing, understand density, salinity, temperature, turbidity and pH and how these are measured and compare, and interpret the results of their investigations
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
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.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.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- understand how events and personalities in Florida’s history have made an impact on the springs/Orlando area , from Native Americans to settlers to the Disney family
SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).
SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).
SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
- understand some characteristics of flora and fauna observed in the springs and flatwoods ecosystems and how they are structurally and functionally similar and different
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
- learn how a change in water levels can affect an organism’s ability to reproduce and thrive in this ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the link between decreased water levels in the springs and human consumption of fresh water
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
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.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- learn that organisms living in the fresh water springs thrive there because of its unique qualities, which include a constant temperature
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
- understand the force and predictability of the underground water source that feeds the Springs and keeps them at a constant temperature
SS.912.G.3.5 Use geographic terms and tools to explain how hydrology influences the physical character of a place.
- recognize that the Earth’s magnetic force operates a compass and learn the basics of compass use, navigating through an orienteering course in the pine flatwoods
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.
SS.5.A.3.1 Describe technological developments that shaped European exploration.
SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.
SS.5.G.1.2 Use latitude and longitude to locate places.
SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.
SS.6.G.1.4 Utilize tools geographers use to study the world.
- understand what influences the water cycle in South Florida and how this relates both to them and the bigger picture
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
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.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
- learn the basic features of Karst topography- how and why they are formed and how to recognize them
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.
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5 Describe the geologic development of the present day oceans and identify commonly found features.
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BONE VALLEY IMAGES EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
Students will:
- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation while working in a group comparing and contrasting data collected
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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.
- understand the reasons for the building of Hoover Dyke around Lake Okeechobee and how the structure affects both people living in the area and the natural KLOE system
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
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.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- understand that characteristics of flora and fauna observed in the scrub habitat enable the organisms to survive in this ancient and inhospitable place and these specific adaptations have been inherited over many generations
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
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.
- learn that organisms living in the xeric scrub have a variety of specific adaptations, both structural and behavioral, that allow them thrive in an area of extreme temperature and lack of water
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
- understand the effect the loss and change of the scrub has on the endemic and endangered species that thrive there
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
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.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
- learn that Florida looked very different in the past and the processes that have shaped the state have produced the prime conditions for the fossilization process
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.
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
SC.912.E.6.5 Describe the geologic development of the present day oceans and identify commonly found features.
- understand that the fossilization process involves a chemical change and replacement of minerals under pressure, producing fossils with different properties than the original bones
SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.P.8.2 Differentiate between physical and chemical properties and physical and chemical changes of matter.
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DOLPHINS AND KEY WEST SAFARI EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-8
Students will:
- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation while working in a group comparing and contrasting data collected
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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.
- understand how Native Americans and early European settlers were able to utilize Florida’s unique barrier island systems throughout history
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
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.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- understand how the culture and dynamic history of Key West has been shaped historically through trade, settlement and other factors
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- understand the concept that the presence of certain trees are an indication of events that are occurring, noting that they have adaptations that allow them to live in certain areas, with a focus on the salt-water adaptations of the mangroves
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
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.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
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.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- identify and understand basic dolphin anatomy, its unique structures and functions, and dolphin behavior how these are related to environmental issues
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
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.
- understand that organisms both within and between ecosystems are interconnected through examination of Everglades, mangrove estuary and ocean systems, with emphasis on the human element in these systems
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
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.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
- understand the basics of astronomy including the changes that occur in the organization of the solar system seasonally
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.5.2 Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.
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.
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GLANCES ON THE GULFSIDE EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
Students will:
- learn the importance of recording data in a field journal, with an emphasis on the value of each person’s contribution to the total body of scientific observations and the effort to compare and contrast their findings with those of other students
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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.
- learn the importance of conducting water testing, understand density, salinity, temperature, turbidity and pH and how these are measured and compare, and interpret the results of their investigations
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
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.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.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- understand how Native Americans were able to utilize Florida’s unique barrier island systems throughout their history and discover how Sanibel Island has a unique past that includes the Calusa Indians and many other groups that have influenced and shaped its culture and natural environment
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
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.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- understand the concept of native and exotic organisms through observation of Brazilian pepper, Australian pine trees, water hyacinth, etc. noting that they have adaptations specific to a certain geographic region and thinking about how this might impact different natural systems
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
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.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
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.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- identify and understand Cayo Costa’s marine organisms, with a focus on gastropods and their structural functions and how these relate to behavior
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
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.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
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.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- learn that the importance of mangrove trees lies in their adaptive ability to flourish in salt water systems where competition is minimized
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
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.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
- understand the impact individuals and group organizations have had on the preservation of the cypress slough
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.
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GULFSIDE GLIMPSES EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
Students will:
- learn the importance of recording data in a field journal, with an emphasis on the value of each person’s contribution to the total body of scientific observations and the effort to compare and contrast their findings with those of other students
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
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.
- learn the importance of conducting water testing, understand density, salinity, temperature, turbidity and pH and how these are measured and compare, and interpret the results of their investigations
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
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.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.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- understand how Native Americans were able to utilize Florida’s unique barrier island systems throughout their history and discover how Sanibel Island has a unique past that includes the Calusa Indians and many other groups that have influenced and shaped its culture and natural environment
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- understand the concept of native and exotic organisms through observation of Brazilian pepper, Melaleuca trees, water hyacinth, etc. noting that they have adaptations specific to a certain geographic region and thinking about how this might impact different natural systems
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
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.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
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.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- identify and understand Sanibel’s marine organisms, with a focus on gastropods and their structural functions and how these relate to behavior
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
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.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
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.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- learn that the importance of mangrove trees lies in their adaptive ability to flourish in salt water systems where competition is minimized
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
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.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
- understand the impact individuals and group organizations have had on the preservation of natural areas : the cypress slough and Sanibel island
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.
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