![]() ![]() Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. Standards package.Įnglish Language Development ELD Standards Special Notes Section: For guidance on the implementation of the EEs and MTRs, please visit and select the appropriate B.E.S.T. Florida educators should intentionally embed these standards within the content and their instruction as applicable. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Academic rigor is more than simply assigning to students a greater quantity of work.įlorida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards ![]() ![]() Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Students are challenged to think and collaborate critically on the content they are learning. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Obtaining, evaluating, and communicating information.Constructing explanations (for science) and designing solutions (for engineering).Using mathematics, information and computer technology, and computational thinking.Planning and carrying out investigations.Asking questions (for science) and defining problems (for engineering).Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010) Providing extensive research and writing opportunities (claims and evidence).Emphasizing students supporting answers based upon evidence from the text.Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.Making close reading and rereading of texts central to lessons.Ensuring wide reading from complex text that varies in length.Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: ![]() Learners should understand measurement error and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77 NSTA, 2007). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course. In general, the academic pace and rigor will be greatly increased for honors level course work. While the content focus of this course is consistent with the Integrated Science 3 course, students will explore these concepts in greater depth. ![]()
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