Sunshine State Standards with Grade Level Expectations
SC.A.1.3: The student understands that all matter has observable, measurable properties.
SC.A.1.3.1: The student identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light).
SC.A.1.3.1.1: determines the physical properties of matter that can be observed without altering the substance (for example, mass, volume, boiling point, density).
Density Experiment: Slice and Dice
Density Laboratory
Mineral Identification
SC.A.1.3.3: The student knows that temperature measures the average energy of motion of the particles that make up the substance.
SC.A.1.3.3.1: knows that the average kinetic energy of the atoms or molecules of different objects varies with their temperature.
Temperature and Particle Motion
SC.A.1.3.4: The student knows that atoms in solids are close together and do not move around easily; in liquids, atoms tend to move farther apart; in gas, atoms are quite far apart and move around freely.
SC.A.1.3.4.1: understands that changes in energy cause phase changes.
SC.A.2.3: The student understands the basic principles of atomic theory.
SC.A.2.3.1: The student describes and compares the properties of particles and waves.
SC.A.2.3.1.2: understands the relationship between the energy of a wave and its frequency (the greater the frequency of the wave, the greater the energy of the wave).
SC.A.2.3.2: The student knows the general properties of the atom (a massive nucleus of neutral neutrons and positive protons surrounded by a cloud of negative electrons) and accepts that single atoms are not visible.
SC.A.2.3.2.1: knows that there is an energy difference between an electron near the nucleus and one further away.
SC.B.1.3: The student recognizes that energy may be changed in form with varying efficiency.
SC.B.1.3.1: The student identifies forms of energy and explains that they can be measured and compared.
SC.B.1.3.1.1: understands that energy can be transferred by radiation, conduction, and convection.
Conduction and Convection
Heat Absorption
Heat Transfer by Conduction
Herschel Experiment
Radiation
SC.B.1.3.2: The student knows that energy cannot be created or destroyed, but only changed from one form to another.
SC.B.1.3.2.1: understands how the principle of conservation of energy is applied during an energy transfer.
2D Collisions
Air Track
Energy Conversion in a System
SC.B.1.3.4: The student knows that energy conversions are never 100% efficient (i.e., some energy is transformed to heat and is unavailable for further useful work).
SC.B.1.3.4.1: knows that energy conversions are never 100% efficient and that some energy is transformed to heat and is unavailable for further useful work (for example, a food pyramid reflects the energy that is used and lost in each part of a food chain).
Energy Conversion in a System
Inclined Plane - Sliding Objects
SC.B.1.3.5: The student knows the processes by which thermal energy tends to flow from a system of higher temperature to a system of lower temperature.
SC.B.1.3.5.1: knows the processes by which thermal energy tends to flow from a system of higher temperature to a system of lower temperature.
Conduction and Convection
Heat Transfer by Conduction
SC.B.1.3.6: The student knows the properties of waves (e.g., frequency, wavelength, and amplitude); that each wave consists of a number of crests and troughs; and the effects of different media on waves.
SC.B.1.3.6.1: knows that sound travels in a medium (cannot travel in a vacuum), and travels at different speeds through various media.
Longitudinal Waves
Ripple Tank
SC.B.1.3.6.2: knows the parts of a wave (crest, trough, wavelength, amplitude).
SC.B.1.3.6.3: understands that wavelength determines the colors of visible light.
SC.B.1.3.6.4: understands that wavelength determines the pitch of sound.
SC.B.1.3.6.5: knows that waves vary greatly in character (for example, sound, ultraviolet, infrared, ocean waves).
Longitudinal Waves
Radiation
Ripple Tank
SC.B.2.3: The student understands the interaction of matter and energy.
SC.B.2.3.1: The student knows that most events in the universe (e.g., weather changes, moving cars, and the transfer of a nervous impulse in the human body) involve some form of energy transfer and that these changes almost always increase the total disorder of the s
SC.B.2.3.1.1: understands that as energy is transferred from one system to another there is a reduction in the amount of useful energy.
Energy Conversion in a System
Pulley Lab
SC.B.2.3.1.2: knows that energy transfer is not efficient.
Energy Conversion in a System
Pulley Lab
SC.C.1.3: The student understands that types of motion may be described, measured, and predicted.
SC.C.1.3.1: The student knows that the motion of an object can be described by its position, direction of motion, and speed.
SC.C.1.3.1.1: knows that speed, velocity, and acceleration can be calculated, estimated, and defined.
Free Fall Tower
Free-Fall Laboratory
Measuring Motion
SC.C.1.3.1.2: knows that the magnitude of linear acceleration can be calculated.
Free Fall Tower
Free-Fall Laboratory
SC.C.2.3: The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.
SC.C.2.3.1: The student knows that many forces (e.g., gravitational, electrical, and magnetic) act at a distance (i.e., without contact).
SC.C.2.3.1.1: knows that many forces act at a distance.
Free Fall Tower
Free-Fall Laboratory
SC.C.2.3.2: The student knows common contact forces.
SC.C.2.3.2.1: knows some common contact forces (for example, friction, buoyancy, tension).
Archimedes' Principle
Free Fall Tower
Free-Fall Laboratory
Inclined Plane - Sliding Objects
SC.C.2.3.3: The student knows that if more than one force acts on an object, then the forces can reinforce or cancel each other, depending on their direction and magnitude.
SC.C.2.3.3.3: knows that forces may be balanced or unbalanced.
Free Fall Tower
Free-Fall Laboratory
SC.C.2.3.3.4: understands that unbalanced forces cause objects to accelerate.
Free Fall Tower
Free-Fall Laboratory
SC.C.2.3.6: The student explains and shows the ways in which a net force (i.e., the sum of all acting forces) can act on an object (e.g., speeding up an object traveling in the same direction as the net force, slowing down an object traveling in the direction opposit
SC.C.2.3.6.1: knows ways in which a net force (for example, the sum of all acting forces) can act on an object (for example, speeding up an object traveling in the same direction as the net force, slowing down an object traveling in the direction opposite of the net force).
Fan Cart Physics
Free-Fall Laboratory
SC.C.2.3.7: The student knows that gravity is a universal force that every mass exerts on every other mass.
SC.C.2.3.7.1: knows that gravity is a universal force that every mass exerts on every other mass.
SC.D.1.3: The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth.
SC.D.1.3.1: The student knows that mechanical and chemical activities shape and reshape the Earth's land surface by eroding rock and soil in some areas and depositing them in other areas, sometimes in seasonal layers.
SC.D.1.3.1.1: uses observations and tests to identify mineral samples.
SC.D.1.3.1.2: understands how sedimentary, igneous, and metamorphic rocks are formed and categorized.
SC.D.1.3.4: The student knows the ways in which plants and animals reshape the landscape (e.g., bacteria, fungi, worms, rodents, and other organisms add organic matter to the soil, increasing soil fertility, encouraging plant growth, and strengthening resistance to e
SC.D.1.3.4.1: extends and refines knowledge of ways in which living things reshape the landscape.
SC.E.1.3: The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.
SC.E.1.3.2: The student knows that available data from various satellite probes show the similarities and differences among planets and their moons in the Solar System.
SC.E.1.3.2.1: knows that available data from various satellite probes show similarities and differences among planets and their moons in our Solar System.
SC.F.1.3: The student describes patterns of structure and function in living things.
SC.F.1.3.1: The student understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation.
SC.F.1.3.1.1: understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation.
Circulatory System
Human Homeostasis
SC.F.1.3.2: The student knows that the structural basis of most organisms is the cell and most organisms are single cells, while some, including humans, are multicellular.
SC.F.1.3.2.1: knows the structures of cells, and their function and ways these mirror the structure and function of multicellular organisms.
Cell Structure
Paramecium Homeostasis
SC.F.1.3.2.2: understands that cells of unicellular organisms are similar to those of multicellular organisms.
SC.F.1.3.3: The student knows that in multicellular organisms cells grow and divide to make more cells in order to form and repair various organs and tissues.
SC.F.1.3.3.1: knows the processes of division, growth, and maturation that occur during the cell cycle.
SC.F.1.3.4: The student knows that the levels of structural organization for function in living things include cells, tissues, organs, systems, and organisms.
SC.F.1.3.4.1: knows some of the functions of some types of cells, tissues, organs, and systems in advanced organisms.
Circulatory System
Digestive System
SC.F.1.3.6: The student knows that the cells with similar functions have similar structures, whereas those with different structures have different functions.
SC.F.1.3.6.2: uses tools to identify and compare cell structures (for example, microscope, hand lenses, bioscopes).
SC.F.1.3.7: The student knows that behavior is a response to the environment and influences growth, development, maintenance, and reproduction.
SC.F.1.3.7.1: knows ways behaviors that are responses to the environment may alter the normal growth, development, maintenance, and reproduction of an organism.
Human Homeostasis
Paramecium Homeostasis
SC.F.2.3: The student understands the process and importance of genetic diversity.
SC.F.2.3.1: The student knows the patterns and advantages of sexual and asexual reproduction in plants and animals.
SC.F.2.3.1.2: knows that the flower is the reproductive body of a vascular plant and that it is adapted for pollination.
SC.F.2.3.2: The student knows that the variation in each species is due to the exchange and interaction of genetic information as it is passed from parent to offspring.
SC.F.2.3.2.1: knows how dominant and recessive traits are inherited.
Inheritance
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
SC.F.2.3.2.2: uses a Punnett square to predict the results of crosses between pure and hybrid organisms.
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
SC.F.2.3.2.3: knows that variations within a species are the result of genetic information being passed from a parent to offspring and that interactions between the genes may occur in the process (for example, blending, crossing-over).
Evolution: Mutation and Selection
SC.G.2.3: The student understands the consequences of using limited natural resources.
SC.G.2.3.3: The student knows that a brief change in the limited resources of an ecosystem may alter the size of a population or the average size of individual organisms and that long-term change may result in the elimination of animal and plant populations inhabitin
SC.G.2.3.3.1: understands that changes in the environment cause changes in populations.
Correlation last revised: 6/25/2014