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Table of ContentsLink
1. Front Matter
2. 1. Title Pageno folio
  2. Copyright Pageno folio
  3. About the AuthorFL 3
  4. ReviewersFL 4
  5. Table of ContentsFL 6
  6. In-text Labs and ActivitiesFL 14
  7. Online Labs and ActivitiesFL 15
  8. Phenomena-Driven InstructionFL 16
  9. Student-Centered ExperiencesFL 18
  10. Assessment and e-LearningFL 20
  11. Standards at a GlanceFL 22
  12. Learning Environmental Science with Real Florida Case StudiesFL 29
  13. Florida Case Study 1: Pets to Ecological InvasionsFL 30
  14. Florida Case Study 2: Mercury, the Environment, and Healthy HabitsFL 32
  15. Florida Case Study 3: Rising Sea LevelsFL 34
  16. Florida Case Study 4: The Gulf Stream—A River of EnergyFL 36
  17. Florida Case Study 5: Dealing With WasteFL 38
  18. Letter to StudentsFL 40
  19. It's Your WorldFL 41
3. Unit 1: Introduction1
4. 1. Anchoring Phenomenon: What are the effects of dead zones on both people and the environment?1
  2. Chapter 1: An Introduction to Environmental Science
  3. 1. Investigative Phenomenon: Can we reduce the ozone hole?2
    2. Central Case: Fixing a Hole in the Sky3
    3. Lesson 1.1 Our Island, Earth4
    4. Lesson 1.2 The Nature of Science12
    5. Lesson 1.3 The Community of Science21
    6. Science Behind the Stories: The Lesson of Easter Island28
    7. Chapter 1: Study Guide30
    8. Chapter 1: Assessment31
  4. Chapter 2: Economics and Environmental Policy
  5. 1. Investigative Phenomenon: How do economic factors influence environmental policy?34
    2. Central Case: Cleaning the Tides of San Diego and Tijuana35
    3. Lesson 2.1 Economics36
    4. Lesson 2.2 United States Environmental Policy42
    5. Lesson 2.3 International Environmental Policy and Approaches48
    6. Success Stories: Fighting for Clean Water56
    7. Chapter 2: Study Guide58
    8. Chapter 2: Assessment59
  6. Chapter 3: Earth's Environmental Systems
  7. 1. Investigative Phenomenon: How do "dead zones" affect the environment surrounding them?62
    2. Central Case: The Gulf of Mexico's Dead Zone63
    3. Lesson 3.1 Matter and the Environment64
    4. Lesson 3.2 Systems in Environmental Science72
    5. Lesson 3.3 Earth's Spheres76
    6. Lesson 3.4 Biogeochemical Cycles83
    7. A Closer Look: Nutrients90
    8. Chapter 3: Study Guide92
    9. Chapter 3: Assessment93
    10. Revisit Anchoring Phenomenon96
5. Unit 2: Ecology97
6. 1. Anchoring Phenomenon: What is the impact of tourism on the environment?97
  2. Chapter 4: Population Ecology
  3. 1. Investigative Phenomenon: How are changes in environmental conditions related to changes in population size?98
    2. Central Case: Finding Gold in a Costa Rican Cloud Forest99
    3. Lesson 4.1 Studying Ecology100
    4. Lesson 4.2 Describing Populations104
    5. Lesson 4.3 Population Growth110
    6. Science Behind the Scenes: The Cloudless Forest118
    7. Chapter 4: Study Guide120
    8. Chapter 4: Assessment121
  4. Chapter 5: Evolution and Community Ecology
  5. 1. Investigative Phenomenon: How do organisms affect the abiotic and biotic conditions in an environment?124
    2. Central Case: Black and White, and Spread All Over125
    3. Lesson 5.1 Evolution126
    4. Lesson 5.2 Species Interactions133
    5. Lesson 5.3 Ecological Communities141
    6. Lesson 5.4 Community Stability149
    7. Science Behind the Stories: A Broken Mutualism?156
    8. Chapter 5: Study Guide158
    9. Chapter 5: Assessment159
  6. Chapter 6: Biomes and Aquatic Ecosystems
  7. 1. Investigative Phenomenon: How do organisms interact with the environment?162
    2. Central Case: Too Much of a Good Thing?163
    3. Lesson 6.1 Defining Biomes164
    4. Lesson 6.2 Biomes168
    5. Lesson 6.3 Aquatic Biomes181
    6. Point Counterpoint: Should Elephant Culling Be Allowed?192
    7. Chapter 6: Study Guide194
    8. Chapter 6: Assessment195
  8. Chapter 7: Biodiversity and Conservation
  9. 1. Investigative Phenomenon: Why is it important to measure and protect biodiversity?198
    2. Central Case: Saving the Siberian Tiger199
    3. Lesson 7.1 Our Planet of Life200
    4. Lesson 7.2 Extinction and Biodiversity Loss207
    5. Lesson 7.3 Protecting Biodiversity212
    6. Success Stories: A Couple of Birds Make Big Comebacks218
    7. Chapter 7: Study Guide220
    8. Chapter 7: Assessment221
    9. Revisit Anchoring Phenomenon224
7. Unit 3: Humans and the Environment225
8. 1. Anchoring Phenomenon: What is the impact of population size during an environmental hazard, such as a global pandemic?225
  2. Chapter 8: Human Population
  3. 1. Investigative Phenomenon: How does the population affect the environment?226
    2. Central Case: China's Changing Population Needs227
    3. Lesson 8.1 Trends in Human Population Growth228
    4. Lesson 8.2 Predicting Population Growth234
    5. Lesson 8.3 Pepople and Their Environments242
    6. A Closer Look: The U.S. Census248
    7. Chapter 8: Study Guide250
    8. Chapter 8: Assessment251
  4. Chapter 9: Environmental Health
  5. 1. Investigative Phenomenon: How do we balance the relationship between our own health and the health of the environment?254
    2. Central Case: The Rise and Fall of DDT255
    3. Lesson 9.1 An Overview of Environmental Health256
    4. Lesson 9.2 Biological and Social Hazards261
    5. Lesson 9.3 Toxic Substances in the Environment267
    6. Lesson 9.4 Natural Disasters277
    7. Point Counterpoint: Should BPA Use Be Regulated?284
    8. Chapter 9: Study Guide286
    9. Chapter 9: Assessment287
  6. Chapter 10: Urbanization
  7. 1. Investigative Phenomenon: How can we balance the way we use land with the needs of the environment?290
    2. Central Case: Growing Pains in Portland, Oregon291
    3. Lesson 10.1 Land Use and Urbanization292
    4. Lesson 10.2 Sprawl299
    5. Lesson 10.3 Sustainable Cities305
    6. A Closer Look: Geographic Information Systems314
    7. Chapter 10: Study Guide316
    8. Chapter 10: Assessment317
    9. Revisit Anchoring Phenomenon320
9. Unit 4: Earth's Resources321
10. 1. Anchoring Phenomenon: Why do we need to conserve Earth's resources?321
  2. Chapter 11: Forestry and Resource Management
  3. 1. Investigative Phenomenon: Why is it important to manage Earth's resources sustainably?322
    2. Central Case: Battling Over Clayoquot's Big Trees323
    3. Lesson 11.1 Resource Management324
    4. Lesson 11.2 Forests and Their Resources330
    5. Lesson 11.3 Forest Management337
    6. Success Stories: Reforesting Africa344
    7. Chapter 11: Study Guide346
    8. Chapter 11: Assessment347
  4. Chapter 12: Soil and Agriculture
  5. 1. Investigative Phenomenon: How can we balance our growing demand for food with our ened to protect the environment?350
    2. Central Case: Possible Transgenic Maize in Oaxaca, Mexico351
    3. Lesson 12.1 Soil352
    4. Lesson 12.2 Soil Degradation and Conservation358
    5. Lesson 12.3 Agriculture365
    6. Lesson 12.4 Food Production373
    7. Science Behind the Stories: Dark Earth in the Amazon384
    8. Chapter 12: Study Guide386
    9. Chapter 12: Assessment387
  6. Chapter 13: Mineral Resources and Mining
  7. 1. Investigative Phenomenon: Can we make the benefits of mining outweigh the costs?390
    2. Central Case: Mining for … Cell Phones?391
    3. Lesson 13.1 Minerals and Rocks392
    4. Lesson 13.2 Mining398
    5. Lesson 13.3 Mining Impacts and Regulation405
    6. Point Counterpoint: Is It Safe to Mine in Retsoff, New York?412
    7. Chapter 13: Study Guide414
    8. Chapter 13: Assessment415
  8. Chapter 14: Water Resources
  9. 1. Investigative Phenomenon: Why is the level of water in the Colorado River so low?418
    2. Central Case: Look for Water … in the Desert419
    3. Lesson 14.1 Earth: The Water Planet420
    4. Lesson 14.2 Uses of Fresh Water426
    5. Lesson 14.3 Water Pollution435
    6. A Closer Look: Wastewater Treatment444
    7. Chapter 14: Study Guide446
    8. Chapter 14: Assessment447
  10. Chapter 15: The Atmosphere
  11. 1. Investigative Phenomenon: Does congestion charging work to reduce air pollution?450
    2. Central Case: Charging Toward Cleaner Air in London451
    3. Lesson 15.1 Earth's Atmosphere452
    4. Lesson 15.2 Pollution of the Atmosphere461
    5. Lesson 15.3 Controlling Air Pollution469
    6. Success Stories: The Clean Air Act and Acid Rain474
    7. Chapter 15: Study Guide476
    8. Chapter 15: Assessment477
    9. Revisit Anchoring Phenomenon480
11. Unit 5: Toward a Sustainable Future481
12. 1. Anchoring Phenomenon: How can you support a sustainable future?481
  2. Chapter 16: Global Climate Change
  3. 1. Investigative Phenomenon: How does climate change impact low-lying areas?482
    2. Central Case: Rising Seas May Flood the Maldive Islands483
    3. Lesson 16.1 Our Dynamic Climate484
    4. Lesson 16.2 Climate Change491
    5. Lesson 16.3 Effects of Climate Change497
    6. Lesson 16.4 Responding to Climate Change502
    7. Science Behind the Stories: Climate Clues in Ice508
    8. Chapter 16: Study Guide510
    9. Chapter 16: Assessment511
  4. Chapter 17: Nonrenewable Energy
  5. 1. Investigative Phenomenon: What effect does the use of nonrenewable energy resources have on the environment?514
    2. Central Case: Oil or Wilderness on Alaska's North Slope?515
    3. Lesson 17.1: Energy: An Overview516
    4. Lesson 17.2 Fossil Fuels522
    5. Lesson 17.3 Consequences of Fossil Fuel Use529
    6. Lesson 17.4 Nuclear Power536
    7. A Closer Look: Using Coal to Generate Electricity542
    8. Chapter 17: Study Guide544
    9. Chapter 17: Assessment545
  6. Chapter 18: Renewable Energy Alternatives
  7. 1. Investigative Phenomenon: Do the benefits of renewable energy outweigh the costs?548
    2. Central Case: Germany's Big Bet on Renewable Energy549
    3. Lesson 18.1 Biomass and Geothermal Energy550
    4. Lesson 18.2 Hydropower and Ocean Energy556
    5. Lesson 18.3 Solar and Wind Energy561
    6. Lesson 18.4 Energy From Hydrogen570
    7. Point Counterpoint: Are Biofuels Better for the Environment?574
    8. Chapter 18: Study Guide576
    9. Chapter 18: Assessment577
  8. Chapter 19: Waste Management
  9. 1. Investigative Phenomenon: What can we do with old landfills?580
    2. Central Case: Transforming New York's Fresh Kills Landfill581
    3. Lesson 19.1 Municipal and Industrial Waste582
    4. Lesson 19.2 Minimizing Solid Waste589
    5. Lesson 19.3 Hazardous Waste596
    6. A Closer Look: The Recycling Process604
    7. Chapter 19: Study Guide606
    8. Chapter 19: Assessment607
    9. Revisit Anchoring Phenomenon610
13. Appendices and References
14. 1. Skills and Reference Handbook TOCSH-1
  2. Math HandbookSH-2
  3. Graph SkillsSH-9
  4. Reading and Study SkillsSH-14
  5. Science SkillsSH-18
  6. Appendix A: World MapSH-26
  7. Appendix B: United States MapSH-28
  8. Appendix C: Metric ConversionsSH-30
  9. Appendix D: Periodic TableSH-32
  10. English/Spanish GlossaryG-1
  11. IndexI-1
  12. CreditsC-1
Florida Environmenal Science Course Standards
1. SC.912.E.6.6 Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
2. 1. Lesson 17.2, p. 522–528
  2. Lesson 17.3, p. 530–535
  3. Lesson 17.4, p. 539–540
  4. Central Case, p. 515
  5. Real Data, p. 530
  6. 21st Century Skills, p. 543
  7. Florida Case Study: Rising Sea Levels, p. FL 34
  8. Florida Case Study: The Gulf Stream—A River of Energy, p. FL 36
3. SC.912.E.7.7 Identify, analyze, and relate the internal (Earth system) and external (astronomical) conditions that contribute to global climate change.
4. 1. Lesson 16.1, p. 484–490
  2. Quick Lab, p. 486
5. 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.
6. 1. Lesson 9.4, p. 280–282
  2. Lesson 16.2, p. 491–492
  3. 494–495
  4. Lesson 16.3, p. 497–501
  5. Florida Case Study: Mercury, the Environment, and Healthy Habits, p. FL 32
  6. Florida Case Study: The Gulf Stream—A River of Energy, p. FL 36
7. SC.912.E.7.9 Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water.
8. 1. Lesson 16.1, p. 488–489
  2. Lesson 16.3, p. 497–499
9. SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
10. 1. Lesson 9.1, p. 256–258
  2. 260
  3. Lesson 9.2, p. 261–266
  4. Lesson 9.3, p. 267–276
  5. Lesson 10.2, p. 303
  6. Lesson 15.2, p. 462–466
  7. Lesson 16.3, p. 500–501
  8. Lesson 17.3, p. 530–531
  9. Central Case, p. 255
  10. 287
  11. 451
  12. Point Counterpoint, p. 284–285
11. SC.912.L.15.3 Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.
12. 1. Lesson 5.1, p. 131–132
  2. Lesson 7.1, p. 200–203
  3. Lesson 7.2, p. 207–208
  4. Central Case, p. 199
13. 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.
14. 1. Lesson 5.1, p. 126–130
15. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
16. 1. Lesson 5.1, p. 130
  2. Lesson 12.4, p. 375–381
  3. Central Case, p. 387
17. SC.912.L.17.1 Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.
18. 1. Lesson 4.1, p. 100–102
  2. Lesson 4.2, p. 104–109
19. SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change, and succession.
20. 1. Lesson 5.4, p. 149–153
  2. Lesson 16.1, p. 484–486
  3. Lesson 16.3, p. 497–499
21. SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
22. 1. Lesson 4.1, p. 102–103
  2. Lesson 4.2, p. 104–106
  3. 108
  4. Lesson 4.3, p. 110–117
23. SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
24. 1. Lesson 5.2, p. 133–140
25. SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
26. 1. Lesson 4.1, p. 102–103
  2. Lesson 6.2, p. 168–180
  3. Lesson 6.3, p. 181–191
27. 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.
28. 1. Lesson 5.4, p. 153–155
  2. Lesson 7.2, p. 207–211
  3. Lesson 11.2, p. 335–336
  4. Lesson 12.3, p. 371–372
  5. Lesson 12.4, p. 375–377
  6. Florida Case Study: Pets to Ecological Invasions, p. FL 30
29. 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.
30. 1. Lesson 5.3, p. 141–148
31. SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
32. 1. Lesson 3.3, p. 80–82
  2. Lesson 3.4, p. 83–89
33. SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
34. 1. Lesson 11.2, p. 331–334
  2. Lesson 12.1, p. 352–357
  3. Lesson 12.2, p. 358–364
  4. Lesson 13.2, p. 398–404
  5. Lesson 13.3, p. 405–411
  6. Lesson 14.2, p. 426–430
  7. Lesson 17.1, p. 520–521
  8. Lesson 17.3, p. 530–534
  9. Lesson 17.4, p. 539–540
  10. Lesson 18.1, p. 550–553
  11. Lesson 18.2, p. 558–559
  12. A Closer Look, p. 542–543
  13. Central Case, p. 515
  14. Florida Case Study: The Gulf Stream—A River of Energy, p. FL 36
35. SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
36. 1. Lesson 2.1, p. 36–41
  2. Lesson 2.2, p. 42–47
  3. Lesson 2.3, p. 48–55
  4. Lesson 10.3, p. 305–308
  5. 313
  6. Lesson 11.3, p. 340–343
  7. Central Case, p. 35
  8. Quick Lab, p. 37
  9. Real Data, p. 51
  10. Success Stories, p. 56–57
37. SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
38. 1. Lesson 2.2, p. 46–47
  2. Lesson 2.3, p. 48–55
  3. Central Case, p. 35
  4. Real Data, p. 51
  5. Success Stories, p. 56–57
  6. Florida Case Study: Rising Sea Levels, p. FL 34
39. SC.912.L.17.14 Assess the need for adequate waste management strategies.
40. 1. Lesson 19.1, p. 582–588
  2. Lesson 19.2, p. 589–595
  3. Lesson 19.3, p. 596–603
  4. Central Case, p. 581
  5. A Closer Look, p. 604–605
  6. Florida Case Study: Dealing With Waste, p. Fl 38
41. SC.912.L.17.15 Discuss the effects of technology on environmental quality.
42. 1. Lesson 8.3, p. 246–247
  2. Lesson 18.1, p. 551–555
  3. Lesson 18.3, p. 562–564
  4. 566–567
  5. Lesson 18.4, p. 572–573
  6. Central Case, p. 549
  7. Point Counterpoint, p. 574–575
43. 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.
44. 1. Lesson 8.3, p. 242–247
  2. Lesson 9.1, p. 256–258
  3. Lesson 9.3, p. 267–276
  4. Lesson 14.3, p. 435–439
  5. Lesson 15.1, p. 455–457
  6. Lesson 15.2, p. 462–463
  7. Lesson 15.3, p. 472–473
  8. Lesson 16.2, p. 495–496
  9. Lesson 17.3, p. 530–531
  10. Central Case, p. 255
45. SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
46. 1. Lesson 8.3, p. 242–246
  2. Investigative Phenomenon: Chapter 8, p. 250
47. SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
48. 1. Lesson 11.1, p. 324–329
  2. Lesson 11.2, p. 334–336
  3. Lesson 12.2, p. 358–363
  4. Lesson 13.2, p. 398–404
  5. Lesson 13.3, p. 411
  6. Lesson 14.1, p. 420–421
  7. Lesson 14.2, p. 426–427
  8. Lesson 17.1, p. 520–521
  9. Lesson 17.3, p. 530–534
  10. Lesson 17.4, p. 539–540
  11. Lesson 18.1, p. 551–555
  12. Lesson 18.3, p. 562–564
  13. 566–567
  14. Central Case, p. 515
  15. 549
  16. A Closer Look, p. 542–543
49. SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
50. 1. Lesson 2.1, p. 39–41
  2. Lesson 2.2, p. 42–43
  3. Lesson 10.3, p. 313
  4. Central Case, p. 35
  5. Quick Lab, p. 37
  6. Real Data, p. 51
  7. Success Stories, p. 56–57
  8. 344–345
51. SC.912.P.10.1 Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.
52. 1. Lesson 17.1, p. 517–520
53. SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
54. 1. Lesson 17.1, p. 517–520
55. SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: (DOK High)
56. 1. (1) pose questions about the natural world,
  2. Investigative Phenomenon: Chapter 3, p. 92
  3. Chapter 4, p. 120
  4. Chapter 16, p. 510
  5. Inquiry Labs and Activities: Chapter 3. p. 92
  6. Chapter 4, p. 120
  7. Chapter 8, p. 250
  8. Chapter 16, p. 510
  9. (2) conduct systematic observations,
  10. Quick Lab, p. 334
  11. 486
  12. Go Outside, p. 102
  13. 183
  14. 356
  15. 396
  16. Inquiry Labs and Activities: Chapter 3, p. 92
  17. Chapter 4, p. 120
  18. Chapter 16, p. 510
  19. (3) examine books and other sources of information to see what is already known,
  20. Investigative Phenomenon: Chapter 3, p. 92
  21. Real Data, p. 112
  22. 214
  23. 302
  24. Central Case, p. 63
  25. 93
  26. (4) review what is known in light of empirical evidence,
  27. Lesson 16.2, p. 491–492
  28. Real Data, p. 493
  29. Science Behind the Stories: Climate Clues in Ice, p. 508
  30. Skills Handbook, SH-19
  31. (5) plan investigations,
  32. Inquiry Labs and Activities: Chapter 3, p. 92
  33. Chapter 4, p. 120
  34. Chapter 16, p. 510
  35. Go Outside, p. 102
  36. 183
  37. 356
  38. 396
  39. (6) use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
  40. Inquiry Labs and Activities: Chapter 3, p. 92
  41. Chapter 4, p. 120
  42. Chapter 16, p. 510
  43. Go Outside, p. 102
  44. 183
  45. 356
  46. 396
  47. (7) pose answers, explanations, or descriptions of events,
  48. Central Case, p. 93
  49. (8) generate explanations that explicate or describe natural phenomena (inferences),
  50. Quick Lab, p. 152
  51. Real Data, p. 144
  52. 179
  53. 214
  54. Map It, p. 210
  55. (9) use appropriate evidence and reasoning to justify these explanations to others,
  56. Investigative Phenomenon: Chapter 9, p. 269
  57. 280
  58. Quick Lab, p. 237
  59. 263
  60. Real Data, p. 230
  61. Point Counterpoint, p. 284–285
  62. Map It, p. 278
  63. (10) communicate results of scientific investigations, and
  64. Inquiry Labs and Activities: Chapter 4, p. 120
  65. Chapter 5, p. 158
  66. Chapter 6, p. 194
  67. Go Outside, p. 183
  68. 356
  69. 396
  70. 467
  71. (11) evaluate the merits of the explanations produced by others.
  72. Investigative Phenomenon: Chapter 2, p. 39
  73. Real Data, p. 493
  74. Central Case, p. 483
  75. Science Behind the Stories: Climate Clues in Ice, p. 509
57. SC.912.N.1.2 Describe and explain what characterizes science and its methods.
58. 1. Lesson 1.1, p. 4–11
  2. Lesson 1.2, p. 12–20
  3. Lesson 1.3, p. 21–27
  4. Quick Lab, p. 22
59. 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.
60. 1. Lesson 1.2, p. 12–20
  2. Lesson 1.3, p. 21–23
  3. Lesson 16.2, p. 491–495
61. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
62. 1. Lesson 1.2, p. 14–20
  2. Lesson 1.3, p. 21–23
  3. Real Data, p. 51
  4. 112
  5. 144
  6. 179
  7. 214
  8. 230
  9. 302
  10. 332
  11. 431
  12. 471
  13. 493
  14. 530
  15. 552
  16. 601
63. SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
64. 1. Lesson 7.3, p. 216–217
  2. Real Data, p. 214
  3. Central Case, p. 199
  4. Map It, p. 210
65. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
66. 1. Lesson 1.2, p. 12–20
  2. Lesson 1.3, p. 21–23
  3. Quick Lab, p. 152
  4. Real Data, p. 144
  5. 179
  6. 214
  7. Map It, p. 210
67. SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
68. 1. Lesson 1.2, p. 12–20
  2. Lesson 1.3, p. 21–23
  3. Skills Handbook, SH-18–SH-22
69. SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
70. 1. Lesson 1.2, p. 12–13
  2. Lesson 1.3, p. 24–27
  3. Lesson 2.1, p. 36–41
  4. Lesson 2.2, p. 42–43
  5. Lesson 2.3, p. 50–55
  6. Lesson 10.3, p. 305–308
  7. 313
  8. Quick Lab, p. 37
  9. Success Stories, p. 56–57
71. 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.
72. 1. Lesson 1.2, p. 12–20
  2. Lesson 1.3, p. 21–23
73. SC.912.N.3.1 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.
74. 1. Lesson 1.3, p. 21–23
75. SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.
76. 1. Lesson 3.2, p. 75
  2. Lesson 3.4, p. 84
  3. 86
  4. 87
  5. Lesson 16.2, p. 493–495
  6. Map It, p. 77
  7. Skills Handbook, SH-19
77. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society’s decision making.
78. 1. Lesson 1.2, p. 12–20
  2. Lesson 1.3, p. 21–27