Scope and Sequence High School Science Marine Science

Curriculum Map- Scope and Sequence:
High School Marine Science

Saddlebrook Preparatory School
Unit Two Unit Four Unit Five
Unit One Unit Three
Purpose of Phase 1: Processes Phase 1: Processes Phase 1: Ocean
Phase 1: Intro/History Phase 1: Energy Impacts
Planning within Ocean Affect Biodiversity Interactions
Q1, W1-4 Q1-Q2, W9-11
Q1, W5-7 Q2, W12-18 Q3, W19-24
The study of marine science The study of processes within The study of the ocean as an The study of biodiversity The study of ocean
starts with a history and the ocean starts with the energy distributor relates the abiotic factors interactions includes intra-
Unit Topic and
characteristics of various topography and formation of encompasses winds, that influence the biotic and inter-specific
Overview:
marine ecosystems. the ocean leading into currents, properties of water, organisms within an relationships with abiotic
seasonal impacts the ocean and weather patterns. ecosystem. factors like tidal patterns.
creates.
Prerequisite Student Students should have Students should have Students should have Students should have Students should have
Knowledge background knowledge of background knowledge of background knowledge of background knowledge of background knowledge of
*What should aquatic ecosystems (from plate tectonics, Pangaea, and physical sciences affecting abiotic and biotic factors. food chains/webs, species
students have biology) and composition of seasons. water and weather. interactions, and high/low
previously mastered water (chemistry.) tides.
prior to this unit?
1
Saddlebrook Preparatory School 5700 Saddlebrook Way Wesley Chapel, FL 33543 813 907-4500
Students will demonstrate Students will demonstrate Students will demonstrate Students will demonstrate Students will demonstrate
knowledge of the history and knowledge of topography knowledge of currents, knowledge of abiotic-biotic knowledge of abiotic-biotic
aquatic habitats of our planet and seasonal aspects of our properties of water, and interactions, population interactions within marine
with various projects. oceans with hands-on weather patterns by studying dynamics, biodiversity, and habitats by creating various
models. various locations with data invasive species impacts visual models.
Essential Questions: on weather and ocean within our oceans using
1. Create aquatic ecosystem Essential Questions: conditions. research projects. Essential Questions:
displays to highlight major 1. Compare and contrast 1. Using the previous
Essential Knowledge characteristics of each topography of zones located Essential Questions: Essential Questions: ecosystem project add a food
habitat. in our ocean by building a 1. Compile wind and water 1. Graphically and verbally, web for the marine
& Student
2. Using a timeline, model. currents for all oceans to explain the correlation organisms present in that
Expectations
incorporate the historical to 2. Verbally and visually, predict the path a rubber between depth, salinity, habitat.
*What are the
present day uses of the diagram the connection ducky travels around the density, temperature, and 2. Create a Symbiosis Game
anticipated learning ocean (food/products, between seasons and globe. pressure within our oceans. that uses your research of
outcomes for recreation, trade/navigation, oceanic properties. 2. Analyze various weather 2. Distinguish the major symbiotic organisms in a
students? exploration/research, and climate data from characteristics of phylum creative way to teach
security, technologies, and different locations to express within the animal kingdom. younger children about this
protection/management.) relationships patterns. 3. Understand the factors evolutionary strategy.
3. Apply chemical and that influence population 3. Analyze data on tides into
physical properties to dynamics and hypothesize graphs and connect the
migration patterns to track the adaptations needed in impact of tides to marine
sea life. various ocean environments organisms/their habitats.
to make a species better
able to survive.
2
Anchor Texts: Marrero, M. Anchor Texts: Marrero, M. Anchor Texts: Marrero, M. Anchor Texts: Marrero, M. Anchor Texts: Marrero, M.
and Schuster, G. Marine and Schuster, G. Marine and Schuster, G. Marine and Schuster, G. Marine and Schuster, G. Marine
Science: The Dynamic Ocean. Science: The Dynamic Ocean. Science: The Dynamic Ocean. Science: The Dynamic Ocean. Science: The Dynamic Ocean.
Rye, New York. U.S. Satellite Rye, New York. U.S. Satellite Rye, New York. U.S. Satellite Rye, New York. U.S. Satellite Rye, New York. U.S. Satellite
Laboratory, Inc. 2011. Laboratory, Inc. 2011. Laboratory, Inc. 2011. Laboratory, Inc. 2011. Laboratory, Inc. 2011.
Lesson 1 Diving into Ocean Lesson 5 Explore the Lesson 8 The Sea Surface: Lesson 11 Voyage to the Lesson 16 Food Webs in
Ecosystems (pg 2-17) Seafloor (pg 88-111) The Great Energy Distributor Deep (pg 222-231) Action (pg 320-335)
Anchor Text and Lesson 2 Earth’s Ocean Lesson 6 The Formation of (pg 154-177) Lesson 12 Photosynthesis Lesson 17 Relationships in
Supplemental Texts Waters (pg 18-47) the Ocean (pg 112-131) Lesson 9 Energy and the in the Ocean (pg 244-259) the Ocean (pg 336-355)
*Illustrate texts used, Lesson 3 The Ocean Over Lesson 7 Seasons of Ocean (pg 178-195) Lesson 13 Biodiversity in Lesson 18 Waves and the
and how students’ Time (pg 48-67) Change (132-153) Lesson 10 Weather, the Ocean (pg 260-285) Ocean (pg 356-377)
knowledge builds Lesson 4 Migrations in the Climate, and the Ocean (pg Lesson 14 Marine Lesson 19 A Time for Tides
across units. Sea (pg 68-87) Literary Texts: 196-21) Populations (pg 286-301) (pg 378-397)
Lesson 15 Population Lesson 20 Animal Needs
Literary Texts: Informational Texts: Literary Texts: Changes (pg 302-318) and Animal Tracking (pg 398-
413)
Informational Texts: Informational Texts: Literary Texts:
From Library- will vary with Literary Texts:
student project topics Informational Texts:
Informational Texts:
e-Tools Lesson DVD and e-Tools Lesson DVD and e-Tools Lesson DVD and e-Tools Lesson DVD and e-Tools Lesson DVD and
website website website website website
Lesson 1 Lesson 5 Lesson 8 Lesson 11 Lesson 16
Diving into Ocean Explore the Seafloor The Sea Surface: The Great Voyage to the Deep Food Webs in Action
Ecosystems Lesson 6 Energy Distributor Lesson 12 Lesson 17
Multi-Media Links:
Lesson 2 The Formation of the Lesson 9 Photosynthesis in the Relationships in the Ocean
*Videos,
Earth’s Ocean Waters Ocean Energy and the Ocean Ocean Lesson 18
presentations, any
Lesson 3 Lesson 7 Lesson 10 Lesson 13 Waves and the Ocean
and all supplemental The Ocean Over Time Seasons of Change Weather, Climate, and the Biodiversity in the Ocean Lesson 19
online material. Lesson 4 Ocean Lesson 14 A Time for Tides
Migrations in the Sea Marine Populations Lesson 20
Lesson 15 Animal Needs and Animal
Population Changes Tracking
3
-Bell work and discussion of -Bell work and discussion of -Bell work and discussion of -Bell work and discussion of -Bell work and discussion of
Essential Questions Essential Questions Essential Questions Essential Questions Essential Questions
-Daily Lesson Plans use 5E -Daily Lesson Plans use 5E -Daily Lesson Plans use 5E -Daily Lesson Plans use 5E -Daily Lesson Plans use 5E
Model: Model: Model: Model: Model:
1. Engage (introduce topics 1. Engage (introduce topics 1. Engage (introduce topics 1. Engage (introduce topics 1. Engage (introduce topics
or review past topics studied) or review past topics studied) or review past topics studied) or review past topics studied) or review past topics studied)
2. Explore (Activity) 2. Explore (Activity) 2. Explore (Activity) 2. Explore (Activity) 2. Explore (Activity)
3. Explain (Reading and 3. Explain (Reading and 3. Explain (Reading and 3. Explain (Reading and 3. Explain (Reading and
guided questions plus lab) guided questions plus lab) guided questions plus lab) guided questions plus lab) guided questions plus lab)
4. Elaborate (reading with 4. Elaborate (reading with 4. Elaborate (reading with 4. Elaborate (reading with 4. Elaborate (reading with
Instructional guiding questions to check guiding questions to check guiding questions to check guiding questions to check guiding questions to check
comprehension) comprehension) comprehension) comprehension) comprehension)
Practices:
5. Evaluate (chapter 5. Evaluate (chapter 5. Evaluate (chapter 5. Evaluate (chapter 5. Evaluate (chapter
* Various
quizzes) quizzes) quizzes) quizzes) quizzes)
Instructional
*Read (whole-class) and *Read (whole-class) and *Read (whole-class) and *Read (whole-class) and *Read (whole-class) and
Modalities, including discuss check point discuss check point discuss check point discuss check point discuss check point
Technology used questions and record in questions and record in questions and record in questions and record in questions and record in
interactive notebooks interactive notebooks interactive notebooks interactive notebooks interactive notebooks
*Complete activities and *Complete activities and *Complete activities and *Complete activities and *Complete activities and
labs in interactive labs in interactive labs in interactive labs in interactive labs in interactive
notebooks notebooks notebooks notebooks notebooks
-Outlining student driven -Labs reinforce topics with -Labs reinforce topics with -Labs reinforce topics with -Labs reinforce topics with
experiment/project hands-on experiments in the hands-on experiments in the hands-on experiments in the hands-on experiments in the
-Scientific research methods local environment. local environment. local environment. local environment.
on student laptops
-Labs reinforce topics with
hands-on experiments in the
local environment.
4
Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments: Informal Assessments:
Bell work/Exit slips daily, Bell work/Exit slips daily, Bell work/Exit slips daily, Bell work/Exit slips daily, Bell work/Exit slips daily,
class lectures/discussions, class lectures/discussions, class lectures/discussions, class lectures/discussions, class lectures/discussions,
checking focused reading checking focused reading checking focused reading checking focused reading checking focused reading
answers/HW. answers/HW. answers/HW. answers/HW. answers/HW.
Assessments: Formal Assessments: Formal Assessments: Formal Assessments: Formal Assessments: Formal Assessments:
*Types and Pre-quiz, chapter quiz, unit Pre-quiz, chapter quiz, unit Pre-quiz, chapter quiz, unit Pre-quiz, chapter quiz, unit Pre-quiz, chapter quiz, unit
Measurements of test, and labs. test, and labs. test, and labs. test, and labs. test, and labs.
Mastery
Objective: 80% of student Objective: 80% of student Objective: 80% of student Objective: 80% of student Objective: 80% of student
athletes will be able to athletes will be able to athletes will be able to athletes will be able to athletes will be able to
demonstrate mastery demonstrate mastery demonstrate mastery demonstrate mastery demonstrate mastery
(mastery is defined as 80%+) (mastery is defined as 80%+) (mastery is defined as 80%+) (mastery is defined as 80%+) (mastery is defined as 80%+)
on formal assessments at the on formal assessments at the on formal assessments at the on formal assessments at the on formal assessments at the
completion of the unit. completion of the unit. completion of the unit. completion of the unit. completion of the unit.
-Ecosystem Project (Science, -Ocean Topography Project -Currents Project (Science, -Animal Kingdom Project - Ecosystem Project added
LA/Writing, Speaking, (Science, Arts/Humanities, LA/Writing, Math, (Science, LA/Writing, Math, Food Web (Science,
Interdisciplinary Arts/Humanities, Research Engineering, Math) Technology) Technology, Art/Humanities) LA/Writing, Speaking,
Lessons & Projects: Skills) -Invasive Species Project Arts/Humanities, Research
-Ocean Timeline (Science, (Science, LA/Writing, Math, Skills)
*State additional
LA/Writing, Math, Technology, Art/Humanities, -Symbiosis Game (Science,
content areas and Engineering, Sociology, History) LA/Writing, Speaking,
title all lesson(s) and Humanities) Arts/Humanities, Research
project(s) -Tracking Migration Patterns Skills, Engineering)
(Science, Math, Technology) -Graphing Tidal Patterns
(Science, Math, Technology)
N/A N/A N/A N/A N/A
Honors Course
Differentiation(s):
5
CCSS.ELA-Literacy.RST.9-10.1 CCSS.ELA-Literacy.RST.9-10.1 CCSS.ELA-Literacy.RST.9-10.1 CCSS.ELA-Literacy.RST.9-10.1 CCSS.ELA-Literacy.RST.9-10.1
Integrated Common
Core or NGSSS CCSS.ELA-Literacy.RST.9-10.5 CCSS.ELA-Literacy.RST.9-10.5 CCSS.ELA-Literacy.RST.9-10.5 CCSS.ELA-Literacy.RST.9-10.5 CCSS.ELA-Literacy.RST.9-10.5
Standards (List): CCSS.ELA-Literacy.RST.9-10.6 CCSS.ELA-Literacy.RST.9-10.6 CCSS.ELA-Literacy.RST.9-10.6 CCSS.ELA-Literacy.RST.9-10.6 CCSS.ELA-Literacy.RST.9-10.6
*See Below for Links CCSS.ELA-Literacy.RST.9-10.7 CCSS.ELA-Literacy.RST.9-10.7 CCSS.ELA-Literacy.RST.9-10.7 CCSS.ELA-Literacy.RST.9-10.7 CCSS.ELA-Literacy.RST.9-10.7
CCSS.ELA-Literacy.RST.9- CCSS.ELA-Literacy.RST.9- CCSS.ELA-Literacy.RST.9- CCSS.ELA-Literacy.RST.9- CCSS.ELA-Literacy.RST.9-
10.10 10.10 10.10 10.10 10.10
SC.912.N.1.2- SC.912.N.1.7, SC.912.E.6.5, SC.912.E.6.3, SC.912.N.3.5, SC.912.L.17.2, SC.912.L.17.4, SC.912.N.1.2, SC.912.N.3.5,
SC.912.N.2.3- SC.912.N.2.5, SC. 912.N.3.5, SC.912.N.2.4, SC.912.E.7.6, SC.912.E.17.10, SC.912.L.17.10, SC.912.N.1.4, SC.912.N.4.2,
SC.912.L.17.4, SC.912.L.17.7, SC.912.N.2.1, SC.912.N.2.4, SC.912.E.7.6, SC.912.E.7.1, SC.912.L.15.13, SC.912.L.17.9, SC.912.L.17.6,
SC.912.L.17.11, SC.912.N .1.3, SC.912.L.17.3, SC.912.L.17.1, SC.912.L.17.8, SC.912.L.17.10,
SC.912.L.18.12, SC.912.P.10.20, SC.912.L.18.12, SC.912.L.14.6, SC.912.L.17.2, SC.912.L.17.7,
CCSS.MATH.CONTENT.HSS.IC SC.912.L.17.2, SC.912.L.17.4, SC.912.L.17.2, SC.912.E.7.1, SC.912.L.17.11,
A.1-2, CCSS.MATH.CONTENT.HSS.IC CCSS.MATH.CONTENT.HSS.IC SC.912.N.1.2, SC.912.N.1.5, SC.912.L.17.3,
CCSS.MATH.CONTENT.HSS.IC A.1-2, A.1-2, SC.912.N.4.2, SC.912.N.3.1, SC.912.L.15.13,
B.3-6 CCSS.MATH.CONTENT.HSS.IC CCSS.MATH.CONTENT.HSS.IC CCSS.MATH.CONTENT.HSS.IC SC.912.E.7.1,
B.3-6 B.3-6 A.1-2, SC.912.P.10.20,
CCSS.MATH.CONTENT.HSS.IC CCSS.MATH.CONTENT.HSS.IC
B.3-6 A.1-2,
CCSS.MATH.CONTENT.HSS.IC
B.3-6
Integrated CCSS CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1
Writing Standards CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2
(List): CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.4
*See Below for Links CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.5
CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.W.9-10.9
6
The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in grade 9-12
 The K-12 English LA and Content Area Writing Standards
Links to CCSS/NGSSS  The K-12 Reading Standards
Curriculum  The K-12 Mathematics Standards
Standards:
 The K-12 NGSSS Science & Social Studies Standards
Unit Six
Unit Seven
Purpose of Phase 2: Research and
Phase 3: Human Impacts
Planning Analysis
Q4, W28-36
Q3, W25-27
The study of research and The study of human impacts
analysis focuses on relates all topics previously
Unit Topic and
interpreting and analyzing a studied to how humans
Overview:
connection from satellite affects (positively or
imagery and animal negatively) our oceans.
migration patterns.
Prerequisite Student Students should have Students should have
Knowledge background knowledge of background knowledge of all
*What should migration patterns and topics in previous units of
students have currents or tidal movements’ course.
previously mastered impacts on animals.
prior to this unit?
7
Students will demonstrate Students will demonstrate
knowledge acting as wildlife knowledge of human impacts
biologists to interpret on the ocean by examining
satellite data and migration issues and the role humans’
patterns for marine play (either positive or
organisms, making negative) along with the
connections to the influence importance of marine
of physical or chemical protection.
properties changing in the
ocean. Essential Questions:
1. Relate marine abiotic
Essential Knowledge Essential Questions: factors to our study of fresh
1. Collect, analyze, and water habitats and evaluate
& Student
present data on research the local water quality.
Expectations
questions (species, 2. Explain how things like
*What are the
bathymetry, phytoplankton, eutrophication or pollution
anticipated learning or sea surface.) affecting freshwater
outcomes for 2. Using your data connect ultimately affects our oceans.
students? patters of migration based on 3. Hypothesize ways to clean
satellite imagery and up oil spills and present your
observations for your design as a ‘conference’
species. forum.
4. Design a Marine Protected
Area (MPA) based on case
study research for a marine
species, present your
proposal, and critique other
MPA designs presented as to
which could have the biggest
impact on our oceans.
8
Anchor Texts: Marrero, M. Anchor Texts: Marrero, M.
and Schuster, G. Marine and Schuster, G. Marine
Science: The Dynamic Ocean. Science: The Dynamic Ocean.
Rye, New York. U.S. Satellite Rye, New York. U.S. Satellite
Laboratory, Inc. 2011. Laboratory, Inc. 2011.
Lesson 21 Student Expert Lesson 23 Which Way to
Research (pg 416-433) the Sea? (pg 456-477)
Lesson 22 Student Expert Lesson 24 Runoff and
Anchor Text and Analysis (pg 434-453) Phytoplankton (pg 478-489)
Lesson 25 Marine Pollution
Supplemental Texts
Literary Texts: (pg 490-509)
*Illustrate texts used,
Lesson 26 Humans and
and how students’
Informational Texts: Coastlines (pg 510-527)
knowledge builds Lesson 27 The Ocean’s
across units. Resources (pg 528-547)
Lesson 28 Changing
Climate (pg 548-579)
Lesson 29 Protecting
Marine Habitats (pg 580-596)
Literary Texts:
Informational Texts:
9
e-Tools Lesson DVD and e-Tools Lesson DVD and
website website
Lesson 21 Lesson 23
Student Expert Research Which Way to the Sea?
Lesson 22 Lesson 24
Student Expert Analysis Runoff and Phytoplankton
Multi-Media Links: Lesson 25
*Videos, Marine Pollution
presentations, any Lesson 26
and all supplemental Humans and Coastlines
online material. Lesson 27
The Ocean’s Resources
Lesson 28
Changing Climate
Lesson 29
Protecting Marine Habitats
10
-Bell work and discussion of -Bell work and discussion of
Essential Questions Essential Questions
-Daily Lesson Plans use 5E -Daily Lesson Plans use 5E
Model: Model:
1. Engage (introduce topics 1. Engage (introduce topics
or review past topics studied) or review past topics studied)
2. Explore (Activity) 2. Explore (Activity)
3. Explain (Reading and 3. Explain (Reading and
guided questions plus lab) guided questions plus lab)
Instructional 4. Elaborate (reading with 4. Elaborate (reading with
Practices: guiding questions to check guiding questions to check
* Various comprehension) comprehension)
Instructional 5. Evaluate (chapter 5. Evaluate (chapter
Modalities, including quizzes) quizzes)
Technology used *Read (whole-class) and *Read (whole-class) and
discuss check point discuss check point
questions and record in questions and record in
interactive notebooks interactive notebooks
*Complete activities and *Complete activities and
labs in interactive labs in interactive
notebooks notebooks
-Labs reinforce topics with -Labs reinforce topics with
hands-on experiments in the hands-on experiments in the
local environment. local environment.
11
Informal Assessments: Informal Assessments:
Bell work/Exit slips daily, Bell work/Exit slips daily,
class lectures/discussions, class lectures/discussions,
checking focused reading checking focused reading
answers/HW. answers/HW.
Assessments: Formal Assessments: Formal Assessments:

*Types and Pre-quiz, chapter quiz, unit Pre-quiz, chapter quiz, unit
Measurements of test, and labs. test, and labs.
Mastery
Objective: 80% of student Objective: 80% of student
athletes will be able to athletes will be able to
demonstrate mastery demonstrate mastery
(mastery is defined as 80%+) (mastery is defined as 80%+)
on formal assessments at the on formal assessments at the
completion of the unit. completion of the unit.
-Student Expert Analysis -Water Quality Locally
(Science, LA/Writing, (Science, LA/Writing, Math,
Interdisciplinary Speaking, Arts/Humanities, Technology, Geography)
Lessons & Projects: Research Skills) -Campus Debris Study
*State additional (Science, LA/Writing, Math)
content areas and -MPA Design
title all lesson(s) and (Science, LA/Writing,
project(s) Speaking, Arts/Humanities,
Research Skills, Geography,
History, Math)
N/A N/A
Honors Course
Differentiation(s):
12
CCSS.ELA-Literacy.RST.9-10.1 CCSS.ELA-Literacy.RST.9-10.1
CCSS.ELA-Literacy.RST.9- CCSS.ELA-Literacy.RST.9-
Integrated Common 10.10 10.10
Core or NGSSS SC.912.N.1.1,SC.912.N.1.4, SC.912.N.1.1, SC.912.N.4.1,
Standards (List): SC.912.N.1.2, SC.912.N.1.6, SC.912.N.4.2, SC.912.N.3.5,
SC.912.N.1.7, SC.912.N.1.5, SC.912.N.1.6,
*See Below for Links
SC.912.L.17.2, SC.912.L.17.4, SC.912.N.1.3, SC.912.N.2.5,
SC.912.l.17.10, SC.912.L.17.7, SC.912.L.17.2, SC.912.L.17.6,
SC.912.L.18.12, SC.912.L.17.8, SC.912.L.17.4,
SC.912.E.6.5 SC.912.L.17.11,
SC.912.L.17.2,
SC.912.L.17.16,
SC.912.L.18.12,
SC.912.E.7.9,
A.1-2,
B.3-6
CCSS.ELA-Literacy.W.9-10.1 CCSS.ELA-Literacy.W.9-10.1
Integrated CCSS CCSS.ELA-Literacy.W.9-10.2 CCSS.ELA-Literacy.W.9-10.2
Writing Standards CCSS.ELA-Literacy.W.9-10.4 CCSS.ELA-Literacy.W.9-10.4
(List): CCSS.ELA-Literacy.W.9-10.5 CCSS.ELA-Literacy.W.9-10.5
*See Below for Links CCSS.ELA-Literacy.W.9-10.7 CCSS.ELA-Literacy.W.9-10.7
CCSS.ELA-Literacy.W.9-10.9 CCSS.ELA-Literacy.W.9-10.9
13
The following links will be used to incorpotae the CCSS and other applicable standards:
 The Common Core State Standard expectations in grade 9-12,
Links to CCSS/NGSSS  The K-12 English LA and Content Area Writing Standards
Curriculum  The K-12 Reading Standards
Standards:  The K-12 Mathematics Standards
 The K-12 NGSSS Science & Social Studies Standards
14
15

Scope and Sequence High School Science Marine Science

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High School Marine Science

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