Begin main menu.
- Products
- Get DemoWare
- Online Store
- Pricing & Distribution
- About Us
- Tech Support
- Teacher Resources
- Frog Blog
End main menu.
Florida Science Curriculum Framework
Grades 9-12
| Reference | Benchmark | The Digital Field Trip to The Wetlands | The Digital Field Trip to The Rainforest | The Digital Frog 2.5 |
|---|---|---|---|---|
| Students will: | ||||
| SC.B.1.4.1 | understand how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth). | Photosynthesis, Food Chains, Web Energy, Erosion, Formation and Succession | Soils and Decomposition, Succession, Seasonality, Forest Strata, Water Cycle, Productivity, Tree Fall Gaps | |
| SC.D.1.4.1 | know how climatic patterns on Earth result from an interplay of many factors (Earth's topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents). | Climate, Seasonality | ||
| SC.D.1.4.3 | know that changes in Earth's climate, geological activity, and life forms may be traced and compared. | Adaptations | Climate, Seasonality | |
| SC.D.1.4.4 | know that Earth's systems and organisms are the result of a long, continuous change over time. | Formation and Succession, | Succession, Biodiversity Screens | |
| SC.D.2.4.1 | understand the interconnectedness of the systems on Earth and the quality of life. | Food Chains, Web Game, Organisms, Migration, Conservation, Pollution | Dependency Types, Web Game, Organisms | |
| SC.F.1.4.2 | know that body structures are uniquely designed and adapted for their function. | Adaptations | Musculoskeletal System, Biodiversity, Behavior | |
| SC.F.1.4.3 | know that membranes are sites for chemical synthesis and essential energy conversions. | Respiratory System | ||
| SC.F.1.4.6 | know that separate parts of the body communicate with each other using electrical and/or chemical signals. | Control System, Immune System | ||
| SC.F.1.4.7 | know that organisms respond to internal and external stimuli. | Control System, Musculoskeletal System, Digestive System |
||
| SC.F.2.4.1 | understand the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction. | Reproductive System | ||
| SC.F.2.4.2 | know that every cell contains a "blueprint" coded in DNA molecules that specify how proteins are assembled to regulate cells. | |||
| SC.G.1.4.1 | know of the great diversity and interdependence of living things. | Food Web, Food Chains, Web Game, Organisms, Migration | Dependency Types, Web Game, Dependency Web, Organisms, Biodiversity | Biodiversity, Lifecycle |
| SC.G.1.4.2 | understand how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled. | Food Web, Food Chains, Producers, Consumers, Decomposers, Web Games, Organisms, | Dependency Web, Web Game, Organisms, Succession, Soils and Decomposition | Behavior: Feeding, Hibernation |
| SC.G.1.4.3 | know that the chemical elements that make up the molecules of living things are combined and recombined in different ways. | Wetlands Mechanisms | ||
| SC.G.2.4.1 | know that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide. | Nutrient Cycles | Soils and Decomposition, Productivity | |
| SC.G.2.4.2 | know that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition. | Adaptations, Conservation, Pollution | Biodiversity, Global Benefits, Impact Screens | |
| SC.G.2.4.3 | understand how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce. | How Species Change, How New Species Form | Biodiversity, Frogs vs. Toads | |
| SC.G.2.4.4 | know that the world ecosystems are shaped by physical factors that limit their productivity. | Succession and Formation, Productivity, Nutrient Cycles | Productivity, Succession, Climate | |
| SC.G.2.4.5 | understand that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth. | Conservation, Pollution, Productivity | Biodiversity, Human Impact, Impact Screens | |
| SC.G.2.4.6 | know the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion). | Conservation, Pollution | Endangered Rainforests, Human Impact, Impact Screens | Environmental Concerns |
| SC.H.2.4.2 | know that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns. | Endangered Rainforests, Statistics | Environmental Concerns | |
| SC.H.3.4.3 | know that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events. | Environmental Concerns |