FL ·
none specified
Florida home education is governed by Fla. Stat. 1002.41. A parent files a one-time written notice of intent within 30 days of starting, maintains a portfolio (log + work samples) for 2 years, and provides an ANNUAL evaluation of the student's educational progress filed with the superintendent. The statute does NOT prescribe specific required subjects, days, or instruction hours. An annual evaluation is mandatory, but the parent chooses among five methods: (a) a Florida-certified teacher reviews the portfolio and consults with the student; (b) a nationally normed standardized achievement test administered by a certified teacher; (c) a state student assessment test (FAST/EOC/NGSSS) administered at a school site by a certified teacher; (d) evaluation by a licensed psychologist or evaluator; or (e) any other valid measurement tool mutually agreed upon by the parent and superintendent. Standardized testing is therefore one option, not a requirement. If a student does not demonstrate progress commensurate with ability, the parent is placed on probation with one year to provide remedial instruction before re-evaluation.
A parent establishing a home education program must file a written notice of intent with the district school superintendent within 30 days of establishing the program (Fla. Stat. 1002.41(1)(a)). The notice must be signed by the parent and include the full legal names, addresses, and birthdates of all children in the program. This is a ONE-TIME filing (not annual). A separate written notice of termination must be filed within 30 days if the program ends.
Parent must maintain a portfolio of records and materials consisting of (1) a contemporaneous log of educational activities that designates by title any reading materials used, and (2) samples of the student's writings, worksheets, workbooks, or creative materials. The portfolio must be preserved by the parent for 2 years and made available for inspection by the superintendent (or agent) upon 15 days' written notice (Fla. Stat. 1002.41(1)(b)).
· Florida B.E.S.T. Standards for Mathematics (Benchmarks for Excellent Student Thinking) · 102
| K | MA.K.AR.1.1 | For any number from 1 to 9, find the number that makes 10 when added to the given number. |
| K | MA.K.AR.1.3 | Solve addition and subtraction real-world problems using objects, drawings or equations. |
| K | MA.K.DP.1.1 | Collect and sort objects into categories and count the objects in each category. |
| K | MA.K.GR.1.2 | Compare and sort two-dimensional figures based on their similarities, differences and positions. |
| K | MA.K.M.1.1 | Identify the attributes of a single object that can be measured such as length, height and weight. |
| K | MA.K.NSO.1.2 | Given a number from 0 to 20, count out that many objects. |
| K | MA.K.NSO.1.4 | Compare the number of objects from 0 to 20 in two groups using the terms less than, equal to or greater than. |
| K | MA.K.NSO.2.1 | Recite the number names to 100 by ones and by tens; starting at a given number, count forward within 100. |
| K | MA.K.NSO.3.2 | Add two one-digit whole numbers with sums from 0 to 10 and subtract using related facts. |
| 1 | MA.1.AR.1.1 | Apply properties of addition to find a sum of three or more whole numbers. |
| 1 | MA.1.AR.2.3 | Determine the unknown whole number in an addition or subtraction equation, relating three whole numbers. |
| 1 | MA.1.DP.1.2 | Interpret data represented with tally marks or pictographs by calculating the total number of data points. |
| 1 | MA.1.FR.1.1 | Partition circles and rectangles into two and four equal-sized parts; name the parts using halves and fourths. |
| 1 | MA.1.GR.1.1 | Identify, compare and sort two- and three-dimensional figures based on their defining attributes. |
| 1 | MA.1.M.2.1 | Using analog and digital clocks, tell and write time in hours and half-hours. |
| 1 | MA.1.NSO.1.1 | Starting at a given number, count forward and backwards within 120 by ones; skip count by 2s to 20 and by 5s to 100. |
| 1 | MA.1.NSO.1.4 | Plot, order and compare whole numbers up to 100. |
| 1 | MA.1.NSO.2.2 | Add two whole numbers with sums from 0 to 20, and subtract using related facts, with procedural reliability. |
| 2 | MA.2.AR.1.1 | Solve one- and two-step addition and subtraction real-world problems. |
| 2 | MA.2.DP.1.1 | Collect, categorize and represent data using tally marks, tables, pictographs or bar graphs. |
| 2 | MA.2.FR.1.1 | Partition circles and rectangles into two, three or four equal-sized parts; name the parts using appropriate language. |
| 2 | MA.2.GR.1.1 | Identify and draw two-dimensional figures based on their defining attributes. |
| 2 | MA.2.NSO.1.1 | Read and write numbers from 0 to 1,000 using standard form, expanded form and word form. |
| 2 | MA.2.NSO.1.4 | Round whole numbers from 0 to 100 to the nearest 10. |
| 2 | MA.2.NSO.2.3 | Subtract a whole number from a whole number, each no larger than 100, with procedural reliability. |
| 3 | MA.3.AR.1.2 | Solve one- and two-step real-world problems involving any of four operations with whole numbers. |
| 3 | MA.3.AR.3.3 | Identify, create and extend numerical patterns. |
| 3 | MA.3.FR.2.2 | Identify equivalent fractions and explain why they are equivalent. |
| 3 | MA.3.GR.1.3 | Draw line(s) of symmetry in a two-dimensional figure and identify line-symmetric figures. |
| 3 | MA.3.GR.2.2 | Find the area of a rectangle with whole-number side lengths using a visual model and a multiplication formula. |
| 3 | MA.3.M.2.2 | Solve one- and two-step real-world problems involving elapsed time. |
| 3 | MA.3.NSO.1.1 | Read and write numbers from 0 to 10,000 using standard form, expanded form and word form. |
| 3 | MA.3.NSO.1.4 | Round whole numbers from 0 to 1,000 to the nearest 10 or 100. |
| 3 | MA.3.NSO.2.1 | Add and subtract multi-digit whole numbers including using a standard algorithm with procedural fluency. |
| 3 | MA.3.NSO.2.4 | Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability. |
| 4 | MA.4.AR.3.2 | Generate, describe and extend a numerical pattern that follows a given rule. |
| 4 | MA.4.DP.1.2 | Determine the mode, median or range to interpret numerical data including fractional values. |
| 4 | MA.4.FR.1.4 | Plot, order and compare fractions, including mixed numbers and fractions greater than one. |
| 4 | MA.4.FR.2.2 | Add and subtract fractions with like denominators, including mixed numbers and fractions greater than one. |
| 4 | MA.4.GR.1.2 | Estimate angle measures; measure angles in whole-number degrees and draw angles of specified measure. |
| 4 | MA.4.GR.2.1 | Solve perimeter and area mathematical and real-world problems, including with unknown side lengths. |
| 4 | MA.4.M.1.1 | Select and use appropriate tools to measure attributes of objects. |
| 4 | MA.4.NSO.1.3 | Plot, order and compare multi-digit whole numbers up to 1,000,000. |
| 4 | MA.4.NSO.1.5 | Plot, order and compare decimals up to the hundredths. |
| 4 | MA.4.NSO.2.2 | Multiply two whole numbers, up to three digits by up to two digits, with procedural reliability. |
| 4 | MA.4.NSO.2.4 | Divide a whole number up to four digits by a one-digit whole number with procedural reliability. |
| 5 | MA.5.AR.1.1 | Solve multi-step real-world problems involving any combination of the four operations with whole numbers. |
| 5 | MA.5.DP.1.1 | Collect and represent numerical and categorical data with fractional values using tables, line graphs or line plots. |
| 5 | MA.5.FR.1.1 | Given a mathematical or real-world problem, represent the division of two whole numbers as a fraction. |
| 5 | MA.5.FR.2.1 | Add and subtract fractions with unlike denominators, including mixed numbers and fractions greater than one. |
| 5 | MA.5.GR.1.1 | Classify triangles or quadrilaterals into different categories based on shared defining attributes. |
| 5 | MA.5.GR.3.1 | Explore volume as an attribute of three-dimensional figures by packing them with unit cubes without gaps or overlaps. |
| 5 | MA.5.NSO.1.4 | Plot, order and compare multi-digit numbers with decimals up to the thousandths. |
| 5 | MA.5.NSO.1.5 | Round multi-digit numbers with decimals to the thousandths to the nearest hundredth, tenth or whole number. |
| 5 | MA.5.NSO.2.1 | Multiply multi-digit whole numbers including using a standard algorithm with procedural fluency. |
| 6 | MA.6.AR.1.3 | Evaluate algebraic expressions using substitution and order of operations. |
| 6 | MA.6.AR.3.4 | Apply ratio relationships to solve mathematical and real-world problems involving percentages. |
| 6 | MA.6.DP.1.2 | Given a numerical data set within a real-world context, find and interpret mean, median, mode and range. |
| 6 | MA.6.DP.1.5 | Create box plots and histograms to represent sets of numerical data within real-world contexts. |
| 6 | MA.6.GR.2.1 | Derive a formula for the area of a right triangle using a rectangle and apply it to solve problems. |
| 6 | MA.6.NSO.1.1 | Extend previous understanding of numbers to define rational numbers; plot, order and compare them on a number line. |
| 6 | MA.6.NSO.2.2 | Extend previous understanding of multiplication and division to compute products and quotients of positive fractions. |
| 6 | MA.6.NSO.3.1 | Given a mathematical or real-world context, find the greatest common factor and least common multiple of two whole numbers. |
| 7 | MA.7.AR.2.2 | Write and solve two-step equations in one variable within a mathematical or real-world context. |
| 7 | MA.7.AR.4.3 | Given a mathematical or real-world context, graph proportional relationships from a table, equation or written description. |
| 7 | MA.7.DP.1.4 | Use proportional reasoning to construct, display and interpret data in circle graphs. |
| 7 | MA.7.DP.2.3 | Find the theoretical probability of an event related to a simple experiment. |
| 7 | MA.7.GR.1.4 | Explore and apply a formula to find the area of a circle to solve mathematical and real-world problems. |
| 7 | MA.7.GR.2.3 | Solve mathematical and real-world problems involving volume of right circular cylinders. |
| 7 | MA.7.NSO.2.2 | Add, subtract, multiply and divide rational numbers with procedural fluency. |
| 7 | MA.7.NSO.2.3 | Solve real-world problems involving any of the four operations with rational numbers. |
| 8 | MA.8.AR.1.1 | Apply the Laws of Exponents to generate equivalent algebraic expressions, limited to integer exponents and monomial bases. |
| 8 | MA.8.AR.2.1 | Solve multi-step linear equations in one variable, with rational number coefficients. |
| 8 | MA.8.AR.3.1 | Determine if a linear relationship is also a proportional relationship. |
| 8 | MA.8.AR.3.3 | Given a table, graph or written description of a linear relationship, write the equation in slope-intercept form. |
| 8 | MA.8.NSO.1.2 | Plot, order and compare rational and irrational numbers, represented in various forms. |
| 8 | MA.8.NSO.1.5 | Add, subtract, multiply and divide numbers expressed in scientific notation with procedural fluency. |
| Algebra I / High School | MA.912.AR.1.2 | Rearrange equations or formulas to isolate a quantity of interest. |
| Algebra I / High School | MA.912.AR.1.3 | Add, subtract and multiply polynomial expressions with rational number coefficients. |
| Algebra I / High School | MA.912.AR.2.2 | Write an equation in two variables to represent the relationship between two quantities from a graph, description or table. |
| Algebra I / High School | MA.912.AR.3.1 | Given a mathematical or real-world context, write and solve one-variable quadratic equations over the real number system. |
| Algebra I / High School | MA.912.AR.4.1 | Given a mathematical or real-world context, write and solve one-variable absolute value equations. |
| Algebra II / High School | MA.912.AR.5.3 | Given a mathematical or real-world context, classify an exponential function as representing growth or decay. |
| Algebra I / High School | MA.912.AR.9.1 | Given a mathematical or real-world context, solve a system of two-variable linear equations algebraically or graphically. |
| Algebra I / High School | MA.912.AR.9.4 | Graph the solution set of a system of two-variable linear inequalities. |
| High School | MA.912.DP.1.1 | Given a set of data, select an appropriate method to represent the data, depending on whether it is numerical or categorical. |
| High School | MA.912.DP.1.3 | Explain the difference between correlation and causation in the contexts of both numerical and categorical data. |
| High School | MA.912.DP.3.1 | Interpret joint and marginal frequencies and determine possible associations in terms of a real-world context. |
| Algebra I / High School | MA.912.F.1.1 | Given an equation or graph that defines a function, classify the function type; given an input-output pair, determine if it is a function. |
| Algebra II / High School | MA.912.F.2.1 | Identify the effect on the graph or table of a function by replacing f(x) with f(x)+k, k·f(x), f(kx) and f(x+k) for specific values of k. |
| High School | MA.912.FL.3.2 | Solve real-world problems involving simple, compound and continuously compounded interest. |
| Geometry / High School | MA.912.GR.1.2 | Prove triangle congruence or similarity using Side-Side-Side, Side-Angle-Side, Angle-Side-Angle, Angle-Angle-Side and Hypotenuse-Leg. |
| Geometry / High School | MA.912.GR.2.1 | Given a preimage and image, describe the transformation and represent the transformation algebraically using coordinates. |
| Geometry / High School | MA.912.GR.3.3 | Use coordinate geometry to solve mathematical and real-world geometric problems involving lines, circles, triangles and quadrilaterals. |
| Geometry / High School | MA.912.GR.4.5 | Solve mathematical and real-world problems involving the volume of three-dimensional figures. |
| Geometry / High School | MA.912.GR.5.1 | Construct a copy of a segment or an angle. |
| Geometry / High School | MA.912.GR.6.2 | Solve mathematical and real-world problems involving the measures of arcs and related angles. |
| Geometry / High School | MA.912.GR.7.2 | Given a mathematical or real-world context, derive and create the equation of a circle. |
| High School | MA.912.LT.4.3 | Identify and accurately interpret 'if...then,' 'if and only if,' 'all' and 'not' statements; find the negation of a given statement. |
| Algebra I / High School | MA.912.NSO.1.2 | Generate equivalent algebraic expressions using the properties of exponents. |
| High School | MA.912.T.1.1 | Define trigonometric ratios for acute angles in right triangles. |
| High School | MA.912.T.1.2 | Solve mathematical and real-world problems involving right triangles using trigonometric ratios and the Pythagorean Theorem. |
· Florida B.E.S.T. Standards for English Language Arts (Benchmarks for Excellent Student Thinking) · 76
| K | ELA.K.F.1.1 | Demonstrate knowledge of the basic concepts of print. |
| K | ELA.K.F.1.3 | Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately (consonant sounds, vowel sounds, CVC words). |
| K | ELA.K.F.1.4 | Recognize and read with automaticity grade-level high frequency words. |
| K | ELA.K.R.1.1 | Describe the main character(s), setting, and important events in a story. |
| K | ELA.K.R.1.3 | Explain the roles of author and illustrator of a story. |
| K | ELA.K.R.1.4 | Identify rhyme in a poem. |
| K | ELA.K.R.2.1 | Use titles, headings, and illustrations to predict and confirm the topic of texts. |
| K | ELA.K.R.2.2 | Identify the topic of and multiple details in a text. |
| K | ELA.K.R.2.4 | Explain the difference between opinions and facts about a topic. |
| K | ELA.K.R.3.1 | Identify and explain descriptive words in text(s). |
| K | ELA.K.R.3.2 | Retell a text orally to enhance comprehension. |
| K | ELA.K.R.3.3 | Compare and contrast characters' experiences in stories. |
| 1 | ELA.1.C.3.1 | Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level. |
| 1 | ELA.1.F.1.3 | Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately (digraphs, blends, r-controlled vowels, inflectional endings, two-syllable words). |
| 1 | ELA.1.F.1.4 | Read grade-level texts with accuracy, automaticity, and appropriate prosody; recognize and read grade-level sight words. |
| 1 | ELA.1.R.1.1 | Identify and describe the main story elements in a story. |
| 1 | ELA.1.R.1.2 | Identify and explain the moral of a story. |
| 1 | ELA.1.R.1.4 | Identify stanzas and line breaks in poems. |
| 1 | ELA.1.R.2.1 | Use text features including titles, headings, and captions to locate and interpret information. |
| 1 | ELA.1.R.2.4 | Identify an author's opinion(s) about the topic. |
| 1 | ELA.1.R.3.3 | Compare and contrast two texts on the same topic. |
| 1 | ELA.1.V.1.1 | Use grade-level academic vocabulary appropriately in speaking and writing. |
| 2 | ELA.2.F.1.3 | Use knowledge of grade-appropriate phonics and word-analysis skills to decode words accurately. |
| 2 | ELA.2.F.1.4 | Read grade-level texts with accuracy, automaticity, and appropriate prosody or expression. |
| 3 | ELA.3.C.1.2 | Write personal or fictional narratives using a logical sequence of events, appropriate descriptions, dialogue, a variety of transitional words or phrases, and an ending. |
| 3 | ELA.3.R.1.1 | Explain how one or more characters develop throughout the plot in a literary text. |
| 3 | ELA.3.R.1.2 | Explain a theme and how it develops, using details, in a literary text. |
| 3 | ELA.3.R.1.4 | Identify types of poems: free verse, rhymed verse, haiku, and limerick. |
| 3 | ELA.3.R.2.2 | Identify the central idea and explain how relevant details support that idea in a text. |
| 3 | ELA.3.R.2.4 | Identify an author's claim and explain how an author uses evidence to support the claim. |
| 3 | ELA.3.R.3.1 | Identify and explain metaphors, personification, and hyperbole in text(s). |
| 3 | ELA.3.R.3.2 | Summarize a text to enhance comprehension. |
| 4 | ELA.4.C.1.2 | Write personal or fictional narratives using a logical sequence of events, transitions, and an elaborated ending. |
| 4 | ELA.4.F.1.3 | Use knowledge of grade-level phonics and word-analysis skills to decode words accurately. |
| 5 | ELA.5.R.1.1 | Analyze how setting, events, conflict, and characterization contribute to the plot in a literary text. |
| 5 | ELA.5.R.1.2 | Explain the development of stated or implied theme(s) throughout a literary text. |
| 5 | ELA.5.R.1.4 | Explain how figurative language and other poetic elements work together in a poem. |
| 5 | ELA.5.R.2.1 | Explain how text structures and/or features contribute to the overall meaning of texts. |
| 5 | ELA.5.R.2.4 | Track the development of an argument, identifying the specific claim(s), evidence, and reasoning. |
| 5 | ELA.5.R.3.1 | Analyze how figurative language contributes to meaning in text(s). |
| 5 | ELA.5.R.3.3 | Compare and contrast primary and secondary sources related to the same topic. |
| 6 | ELA.6.C.1.2 | Write personal or fictional narratives using narrative techniques, precise words and phrases, and figurative language. |
| 6 | ELA.6.C.1.4 | Write expository texts to explain and/or analyze information from multiple sources, using a logical organizational structure and relevant elaboration. |
| 6 | ELA.6.R.1.1 | Analyze how the interaction between characters contributes to the development of a plot in a literary text. |
| 6 | ELA.6.R.1.4 | Describe how the structure of a poem or drama contributes to its meaning and style. |
| 6 | ELA.6.R.2.2 | Analyze the central idea(s), implied or explicit, and its development throughout a text. |
| 6 | ELA.6.R.3.4 | Identify rhetorical appeals in a text. |
| 6 | ELA.6.V.1.1 | Integrate academic vocabulary appropriate to grade level in speaking and writing. |
| 7 | ELA.7.C.1.2 | Write personal or fictional narratives using narrative techniques, a recognizable point of view, precise words and phrases, and figurative language. |
| 7 | ELA.7.C.1.3 | Write and support a claim using logical reasoning, relevant evidence from sources, elaboration, and a logical organizational structure. |
| 7 | ELA.7.C.1.5 | Improve writing by planning, revising, and editing, considering feedback from adults and peers. |
| 7 | ELA.7.V.1.1 | Integrate academic vocabulary appropriate to grade level in speaking and writing. |
| 7 | ELA.7.V.1.3 | Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases. |
| 8 | ELA.8.R.1.1 | Analyze how the interaction between character development, setting, and plot contribute to meaning in a literary text. |
| 8 | ELA.8.R.1.4 | Analyze the structure, sound, imagery, and poetic devices in poetry. |
| 8 | ELA.8.R.2.3 | Analyze how an author uses rhetorical appeals and figurative language to support an argument. |
| 8 | ELA.8.R.3.4 | Explain how an author uses rhetorical devices to support a particular argument or appeal. |
| 9 | ELA.9.C.1.3 | Write to argue a position, supporting claims using logical reasoning and relevant evidence, distinguishing claims from counterclaims, with a logical organizational structure. |
| 9 | ELA.9.R.1.1 | Analyze how key elements enhance the plot and develop a theme in a literary text. |
| 9 | ELA.9.R.2.1 | Analyze how multiple text structures and/or features convey meaning and contribute to the development of ideas in texts. |
| 9 | ELA.9.V.1.1 | Integrate academic vocabulary appropriate to grade level in speaking and writing. |
| 10 | ELA.10.R.1.1 | Analyze how key elements enhance meaning and style in literary texts. |
| 10 | ELA.10.R.1.4 | Analyze the ways in which multiple layers of meaning are presented in a poem. |
| 10 | ELA.10.R.2.4 | Compare the development of multiple arguments in related texts, evaluating the validity of the claims, reasoning, and evidence. |
| 10 | ELA.10.R.3.1 | Analyze the way figurative language creates mood or contributes to meaning in text(s). |
| 10 | ELA.10.V.1.1 | Integrate academic vocabulary appropriate to grade level in speaking and writing. |
| 11 | ELA.11.C.1.3 | Write to argue a position, supporting claims using logical reasoning and credible evidence, anticipating and refuting counterclaims, and using a logical organizational structure. |
| 11 | ELA.11.R.1.1 | Evaluate the development of character perspective, including conflicting perspectives, in a literary text. |
| 12 | ELA.12.C.1.2 | Write complex narratives using appropriate techniques to develop experiences, events, and/or characters. |
| 12 | ELA.12.R.2.4 | Evaluate the effectiveness of an author's argument, including the validity of reasoning and the relevance and sufficiency of evidence, in related texts. |
| K-12 | ELA.K12.EE.1.1 | Cite evidence to explain and justify reasoning. |
| K-12 | ELA.K12.EE.2.1 | Read and comprehend grade-level complex texts proficiently. |
| K-12 | ELA.K12.EE.3.1 | Make inferences to support comprehension. |
| K-12 | ELA.K12.EE.4.1 | Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations. |
| K-12 | ELA.K12.EE.5.1 | Use the accepted rules governing a specific format to create quality work. |
| K-12 | ELA.K12.EE.6.1 | Use appropriate voice and tone when speaking or writing. |
· Florida Next Generation Sunshine State Standards (NGSSS) for Science · 105
| K | SC.K.E.5.1 | Explore the Law of Gravity by investigating how objects are pulled toward the ground unless something holds them up. |
| K | SC.K.E.5.2 | Recognize the repeating pattern of day and night. |
| K | SC.K.L.14.1 | Recognize the five senses and related body parts. |
| K | SC.K.L.14.3 | Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do. |
| K | SC.K.N.1.2 | Make observations of the natural world and know that they are descriptors collected using the five senses. |
| K | SC.K.N.1.4 | Observe and create a visual representation of an object which includes its major features. |
| K | SC.K.P.10.1 | Observe that things that make sound vibrate. |
| K | SC.K.P.12.1 | Investigate that things move in different ways, such as fast, slow, etc. |
| K | SC.K.P.8.1 | Sort objects by observable properties, such as size, shape, color, temperature, weight, and texture. |
| 1 | SC.1.E.5.1 | Observe and discuss that there are more stars in the sky than anyone can easily count and that they are not scattered evenly in the sky. |
| 1 | SC.1.E.6.1 | Recognize that water, rocks, soil, and living organisms are found on Earth's surface. |
| 1 | SC.1.L.14.1 | Make observations of living things and their environment using the five senses. |
| 1 | SC.1.L.16.1 | Make observations that plants and animals closely resemble their parents, but variations exist among individuals within a population. |
| 1 | SC.1.L.17.1 | Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space. |
| 1 | SC.1.N.1.1 | Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. |
| 1 | SC.1.P.12.1 | Demonstrate and describe the various ways that objects can move, such as in a straight line, zigzag, back-and-forth, round-and-round, fast, and slow. |
| 2 | SC.2.E.6.2 | Describe how small pieces of rock and dead plant and animal parts can be the basis of soil and explain the process by which soil is formed. |
| 2 | SC.2.E.7.1 | Compare and describe changing patterns in nature that repeat themselves, such as weather conditions including temperature and precipitation, day to day and season to season. |
| 2 | SC.2.L.14.1 | Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. |
| 2 | SC.2.L.16.1 | Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies. |
| 2 | SC.2.N.1.5 | Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think). |
| 2 | SC.2.P.13.2 | Demonstrate that magnets can be used to make some things move without touching them. |
| 2 | SC.2.P.8.2 | Identify objects and materials as solid, liquid, or gas. |
| 3 | SC.3.E.5.1 | Explain that stars can be different; some are smaller, some are larger, and some appear brighter than others; all except the Sun are so far away that they look like points of light. |
| 3 | SC.3.L.15.1 | Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates) according to their physical characteristics and behaviors. |
| 3 | SC.3.N.1.1 | Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations. |
| 3 | SC.3.N.3.2 | Recognize that scientists use models to help understand and explain how things work. |
| 3 | SC.3.P.10.3 | Demonstrate that light travels in a straight line until it strikes an object or travels from one medium to another. |
| 3 | SC.3.P.8.3 | Compare materials and objects according to properties such as size, shape, color, texture, and hardness. |
| 3 | SC.3.P.9.1 | Describe the changes water undergoes when it changes state through heating and cooling by using familiar scientific terms such as melting, freezing, boiling, evaporation, and condensation. |
| 4 | SC.4.E.5.3 | Recognize that Earth revolves around the Sun in a year and rotates on its axis in a 24-hour day. |
| 4 | SC.4.E.6.1 | Identify the three categories of rocks: igneous (formed from molten rock); sedimentary (pieces of other rocks and fossilized organisms); and metamorphic (formed from heat and pressure). |
| 4 | SC.4.L.16.4 | Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis, and flowering and nonflowering seed-bearing plants. |
| 4 | SC.4.L.17.3 | Trace the flow of energy from the Sun as it is transferred along the food chain through the producers to the consumers. |
| 4 | SC.4.N.1.1 | Raise questions about the natural world, use appropriate reference materials, conduct individual and team investigations, and generate appropriate explanations. |
| 4 | SC.4.N.2.1 | Explain that science focuses solely on the natural world. |
| 4 | SC.4.P.10.1 | Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion. |
| 4 | SC.4.P.12.2 | Investigate and describe that the speed of an object is determined by the distance it travels in a unit of time and that objects can move at different speeds. |
| 4 | SC.4.P.8.3 | Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. |
| 5 | SC.5.E.5.3 | Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it. |
| 5 | SC.5.E.7.1 | Create a model to explain the parts of the water cycle. Water can be a gas, a liquid, or a solid and can go back and forth from one state to another. |
| 5 | SC.5.L.14.1 | Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. |
| 5 | SC.5.L.15.1 | Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. |
| 5 | SC.5.N.1.1 | Define a problem, use appropriate reference materials, plan and carry out scientific investigations, identify variables, collect and organize data, interpret data, make predictions, and defend conclusions. |
| 5 | SC.5.N.2.1 | Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. |
| 5 | SC.5.P.10.1 | Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical. |
| 5 | SC.5.P.11.1 | Investigate and illustrate the fact that the flow of electricity requires a closed circuit (a complete loop). |
| 5 | SC.5.P.13.1 | Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. |
| 5 | SC.5.P.8.4 | Explore the scientific theory of atoms (also called atomic theory) by recognizing that all matter is composed of parts that are too small to be seen without magnification. |
| 6 | SC.6.E.6.1 | Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition. |
| 6 | SC.6.E.7.1 | Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. |
| 6 | SC.6.E.7.5 | Explain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. |
| 6 | SC.6.L.14.4 | Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. |
| 6 | SC.6.L.15.1 | Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains. |
| 6 | SC.6.N.1.1 | Define a problem from the sixth grade curriculum, use appropriate reference materials, plan and carry out scientific investigations of various types, identify variables, collect and organize data, interpret data, make predictions, and defend conclusions. |
| 6 | SC.6.N.3.1 | Recognize and explain that a scientific theory is a well-supported and widely accepted explanation of nature and is not simply a claim posed by an individual. |
| 6 | SC.6.P.11.1 | Explore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa. |
| 6 | SC.6.P.13.1 | Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational. |
| 7 | SC.7.E.6.1 | Describe the layers of the solid Earth, including the lithosphere, the hot convecting mantle, and the dense metallic liquid and solid cores. |
| 7 | SC.7.E.6.5 | Explore the scientific theory of plate tectonics by describing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building. |
| 7 | SC.7.L.15.2 | Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. |
| 7 | SC.7.L.16.1 | Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. |
| 7 | SC.7.L.17.2 | Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. |
| 7 | SC.7.N.1.4 | Identify test variables (independent variables) and outcome variables (dependent variables) in an experiment. |
| 7 | SC.7.N.3.1 | Recognize and explain the difference between theories and laws and give several examples of scientific theories and the evidence that supports them. |
| 7 | SC.7.P.11.3 | Cite evidence to explain that energy cannot be created nor destroyed, only changed from one form to another. |
| 8 | SC.8.E.5.4 | Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and in determining their motions. |
| 8 | SC.8.E.5.9 | Explain the impact of objects in space on each other including: the Sun on the Earth including seasons and gravitational attraction; and the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. |
| 8 | SC.8.N.1.1 | Define a problem from the eighth grade curriculum using appropriate reference materials, plan and carry out scientific investigations, identify variables, collect and organize data, interpret data, make predictions, and defend conclusions. |
| 8 | SC.8.N.2.1 | Distinguish between scientific and pseudoscientific ideas. |
| 8 | SC.8.P.8.4 | Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured (density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points). |
| 8 | SC.8.P.8.6 | Recognize that elements are grouped in the periodic table according to similarities of their properties. |
| 8 | SC.8.P.8.7 | Explore the scientific theory of atoms by recognizing that atoms are the smallest unit of an element and are composed of sub-atomic particles (electrons surrounding a nucleus containing protons and neutrons). |
| 912 | SC.912.E.5.1 | Cite evidence used to develop and verify the scientific theory of the Big Bang (also known as the Big Bang Theory) of the origin of the universe. |
| 912 | SC.912.E.5.6 | Develop logical connections through physical principles, including Kepler's and Newton's Laws about the relationships and the effects of Earth, Moon, and Sun on each other. |
| 912 | SC.912.E.6.3 | Analyze the scientific theory of plate tectonics and identify related major processes and features as a result of moving plates. |
| 912 | SC.912.E.7.1 | Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. |
| 912 | SC.912.E.7.5 | Predict future weather conditions based on present observations and conceptual models and recognize limitations and uncertainties of such predictions. |
| 912 | SC.912.L.14.1 | Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. |
| 912 | SC.912.L.14.2 | Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). |
| 912 | SC.912.L.14.7 | Relate the major structure of fungi to their functions. |
| 912 | SC.912.L.15.1 | Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. |
| 912 | 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. |
| 912 | SC.912.L.15.6 | Discuss distinguishing characteristics of the domains and kingdoms of living organisms. |
| 912 | SC.912.L.16.1 | Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. |
| 912 | SC.912.L.16.16 | Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. |
| 912 | SC.912.L.16.3 | Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. |
| 912 | SC.912.L.16.5 | Explain the basic processes of transcription and translation, and how they result in the expression of genes. |
| 912 | SC.912.L.17.10 | Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle. |
| 912 | 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. |
| 912 | 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. |
| 912 | SC.912.N.1.1 | Define a problem based on a specific body of knowledge and carry out scientific investigations: pose questions, conduct observations, examine sources, plan investigations, use tools, interpret data, generate explanations, and communicate/evaluate results. |
| 912 | 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). |
| 912 | 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. |
| 912 | SC.912.N.4.1 | Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making. |
| 912 | SC.912.P.10.1 | Differentiate among the various forms of energy and recognize that they can be transformed from one form to others. |
| 912 | SC.912.P.10.15 | Investigate and explain the relationships among current, voltage, resistance, and power. |
| 912 | SC.912.P.10.18 | Explore the theory of electromagnetism by comparing and contrasting the different parts of the electromagnetic spectrum in terms of wavelength, frequency, and energy, and relate them to phenomena and applications. |
| 912 | 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. |
| 912 | SC.912.P.12.2 | Analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. |
| 912 | SC.912.P.12.3 | Interpret and apply Newton's three laws of motion. |
| 912 | SC.912.P.12.5 | Apply the law of conservation of linear momentum to interactions, such as collisions between objects. |
| 912 | SC.912.P.8.4 | Explore the scientific theory of atoms by describing the structure of atoms in terms of protons, neutrons and electrons, and differentiate among these particles in terms of their mass, electrical charges and locations within the atom. |
| 912 | SC.912.P.8.7 | Interpret formula representations of molecules and compounds in terms of composition and structure. |
| 912 | SC.912.P.8.9 | Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in reactions. |
· Florida Next Generation Sunshine State Standards (NGSSS) for Social Studies (revised 2021/2023; not the national C3 Framework) · 124
| K | SS.K.A.1.1 | Develop an understanding of how to use and create a timeline. |
| K | SS.K.A.1.2 | Develop an awareness of a primary source. |
| K | SS.K.AA.1.1 | Recognize African American inventors and explorers (e.g., Lonnie Johnson, Mae C. Jemison, George Washington Carver). |
| K | SS.K.CG.1.1 | Identify the purpose of rules and laws in the home and school. |
| K | SS.K.CG.1.2 | Identify people who have the authority and power to make and enforce rules and laws. |
| K | SS.K.E.1.1 | Describe different kinds of jobs that people do and the tools or equipment used. |
| K | SS.K.E.1.2 | Recognize that United States currency comes in different forms. |
| K | SS.K.G.1.1 | Describe the relative location of people, places and things by using positional words. |
| K | SS.K.G.1.2 | Explain that maps and globes help to locate different places and that globes are a model of the Earth. |
| 1 | SS.1.A.2.1 | Understand that history tells the story of people and events of other times and places. |
| 1 | SS.1.A.2.2 | Compare life now with life in the past. |
| 1 | SS.1.AA.1.1 | Identify African American artists (e.g., Aretha Franklin, Charles White, James Earl Jones, Maya Angelou). |
| 1 | SS.1.CG.1.1 | Explain the purpose of rules and laws in the home, school and community. |
| 1 | SS.1.CG.1.2 | Describe how the absence of rules and laws impacts individuals and the community. |
| 1 | SS.1.E.1.1 | Recognize that money is used in the exchange of goods and services. |
| 1 | SS.1.E.1.2 | Define opportunity costs as giving up one thing for another. |
| 1 | SS.1.G.1.1 | Use physical, political and cultural maps to locate places in Florida. |
| 1 | SS.1.G.1.2 | Construct a basic map using key elements including cardinal directions and map symbols. |
| 2 | SS.2.A.1.1 | Examine primary and secondary sources. |
| 2 | SS.2.A.1.2 | Utilize the media center, technology or other informational sources to locate information about a historical figure or event. |
| 2 | SS.2.AA.1.1 | Identify African Americans who demonstrated civic service (e.g., Colin Powell, Willa Beatrice Brown). |
| 2 | SS.2.AA.1.2 | Identify oral traditions and folktales of African Americans (e.g., Anansi the Spider). |
| 2 | SS.2.CG.1.1 | Explain why people form governments. |
| 2 | SS.2.CG.1.2 | Explain how the U.S. government protects the liberty and rights of American citizens. |
| 2 | SS.2.E.1.2 | Recognize that people supply goods and services based on consumer demands. |
| 2 | SS.2.G.2.1 | Use different types of maps (political, physical and thematic) to identify map elements. |
| 2 | SS.2.G.2.2 | Using maps and globes, locate the student's hometown, Florida, North America, and both the state and national capitals. |
| 3 | SS.3.A.1.1 | Analyze primary and secondary sources. |
| 3 | SS.3.A.1.2 | Utilize technology resources to gather information from primary and secondary sources. |
| 3 | SS.3.AA.1.1 | Identify African Americans who demonstrated heroism and patriotism (e.g., Booker T. Washington, Jesse Owens, Tuskegee Airmen). |
| 3 | SS.3.CG.1.1 | Explain how the U.S. Constitution establishes the purpose and fulfills the need for government. |
| 3 | SS.3.CG.1.2 | Describe how the U.S. government gains its power from the people. |
| 3 | SS.3.E.1.1 | Give examples of how scarcity results in trade. |
| 3 | SS.3.G.1.1 | Use thematic maps, tables, charts, graphs and photos to analyze geographic information. |
| 3 | SS.3.G.1.2 | Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale, key or legend with symbols). |
| 4 | SS.4.A.1.1 | Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. |
| 4 | SS.4.A.1.2 | Synthesize information related to Florida history through print and electronic media. |
| 4 | SS.4.A.2.1 | Compare Native American tribes in Florida. |
| 4 | SS.4.AA.1.1 | Identify African American community leaders who made positive contributions in the state of Florida (e.g., Zora Neale Hurston). |
| 4 | SS.4.CG.1.1 | Explain why the Florida government has a written Constitution. |
| 4 | SS.4.CG.2.1 | Identify and describe how citizens work with local and state governments to solve problems. |
| 4 | SS.4.E.1.1 | Identify entrepreneurs from various demographic backgrounds who have influenced Florida and local economy. |
| 4 | SS.4.E.1.2 | Explain Florida's role in the national and international economy and conditions that attract businesses to the state. |
| 4 | SS.4.FL.1.1 | Identify different jobs requiring people to have different skills. |
| 4 | SS.4.FL.1.2 | Explain why employers are willing to pay people to do their work. |
| 4 | SS.4.FL.1.3 | Explain the ways in which workers are paid (wages, salaries or commissions). |
| 4 | SS.4.G.1.1 | Identify physical features of Florida. |
| 4 | SS.4.G.1.2 | Locate and label cultural features on a Florida map. |
| 5 | SS.5.A.1.1 | Use primary and secondary sources to understand history. |
| 5 | SS.5.A.1.2 | Utilize timelines to identify and discuss American History time periods. |
| 5 | SS.5.A.2.1 | Compare cultural aspects of ancient American civilizations (e.g., Aztecs, Mayas, Mound Builders, Anasazi, Inuit). |
| 5 | SS.5.AA.1.1 | Examine the life of African Americans in the colonial era. |
| 5 | SS.5.AA.1.2 | Examine the Underground Railroad and how former slaves partnered with other free people in assisting those escaping from slavery. |
| 5 | SS.5.CG.1.1 | Recognize that the Declaration of Independence affirms that every U.S. citizen has certain unalienable rights. |
| 5 | SS.5.CG.1.2 | Explain how and why the U.S. government was created by the U.S. Constitution. |
| 5 | SS.5.E.1.1 | Identify how trade promoted economic growth in North America from pre-Columbian times to 1850. |
| 5 | SS.5.E.1.2 | Describe a market economy and give examples of how the colonial and early American economy exhibited these characteristics. |
| 5 | SS.5.G.1.1 | Interpret current and historical information using a variety of geographic tools. |
| 5 | SS.5.G.1.2 | Use latitude and longitude to locate places. |
| 5 | SS.5.HE.1.1 | Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators. |
| 6 | SS.6.CG.1.1 | Analyze how democratic concepts developed in ancient Greece served as a foundation for the United States' constitutional republic. |
| 6 | SS.6.CG.1.2 | Analyze the influence of ancient Rome on the United States' constitutional republic. |
| 6 | SS.6.E.1.1 | Identify the factors (e.g., new resources, increased productivity, education, technology, territorial expansion) that increase economic prosperity. |
| 6 | SS.6.E.1.2 | Describe and identify traditional and command economies as they appear in different civilizations. |
| 6 | SS.6.G.1.1 | Use latitude and longitude coordinates to understand the relationship between people and places on the Earth. |
| 6 | SS.6.G.1.2 | Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps. |
| 6 | SS.6.G.1.3 | Identify natural wonders of the ancient world. |
| 6 | SS.6.W.1.1 | Use timelines to identify chronological order of historical events. |
| 6 | SS.6.W.1.2 | Identify terms (e.g., decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods. |
| 6 | SS.6.W.1.3 | Interpret primary and secondary sources. |
| 7 | SS.7.CG.1.1 | Analyze the influences of ancient Greece, ancient Rome and the Judeo-Christian tradition on America's constitutional republic. |
| 7 | SS.7.CG.1.2 | Trace the principles underlying America's founding ideas on law and government. |
| 7 | SS.7.CG.1.3 | Trace the impact that the Magna Carta, Mayflower Compact, English Bill of Rights and Common Sense had on colonists' views of government. |
| 7 | SS.7.E.1.1 | Explain how the principles of a market and mixed economy helped to develop the United States into a democratic nation. |
| 7 | SS.7.E.1.2 | Discuss the importance of borrowing and lending in the United States and the government's role in controlling financial institutions. |
| 7 | SS.7.G.1.1 | Locate the fifty states and their capital cities in addition to the nation's capital on a map. |
| 7 | SS.7.G.1.2 | Locate on a world map the territories and protectorates of the United States of America. |
| 8 | SS.8.A.1.1 | Provide supporting details for an answer from text, interview for oral history, and check validity of information from research or text. |
| 8 | SS.8.A.1.2 | Analyze charts, graphs, maps, photographs and timelines; analyze political cartoons; determine cause and effect. |
| 8 | SS.8.A.1.3 | Analyze current events relevant to American History topics through a variety of electronic and print media resources. |
| 8 | SS.8.CG.1.1 | Compare the views of Patriots, Loyalists and other colonists on limits of government authority, inalienable rights and resistance to tyranny. |
| 8 | SS.8.CG.1.2 | Compare and contrast the 1838 Florida Constitution and 1868 Florida Constitution. |
| 8 | SS.8.E.1.1 | Examine motivating economic factors that influenced the development of the United States economy over time including scarcity and supply/demand. |
| 8 | SS.8.E.2.1 | Analyze contributions of entrepreneurs, inventors and other key individuals from various gender, social and ethnic backgrounds in U.S. development. |
| 8 | SS.8.FL.1.1 | Explain that careers are based on working at jobs in the same occupation or profession for many years and describe types of education needed. |
| 8 | SS.8.FL.1.2 | Identify the many decisions people must make over a lifetime about their education, jobs and careers that affect their incomes. |
| 8 | SS.8.FL.1.3 | Explain that getting more education and learning new job skills can increase a person's human capital and productivity. |
| 8 | SS.8.G.1.1 | Use maps to explain physical and cultural attributes of major regions throughout American history. |
| 8 | SS.8.G.1.2 | Use appropriate geographic tools and terms to identify and describe significant places and regions in American history. |
| 6-8 | SS.68.AA.1.1 | Identify Afro-Eurasian trade routes and methods prior to the development of the Atlantic slave trade. |
| 6-8 | SS.68.AA.1.2 | Describe the contact of European explorers with systematic slave trading in Africa. |
| 6-8 | SS.68.HE.1.1 | Examine the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators. |
| 9-12 | SS.912.A.1.1 | Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events. |
| 9-12 | SS.912.A.1.2 | Utilize a variety of primary and secondary sources to identify author, historical significance, audience and authenticity. |
| 9-12 | SS.912.A.1.3 | Utilize timelines to identify the time sequence of historical data. |
| 9-12 | SS.912.AA.1.1 | Examine the condition of slavery as it existed in Africa, Asia, the Americas and Europe prior to 1619. |
| 9-12 | SS.912.AA.1.2 | Analyze the development of labor systems using indentured servitude contracts with English settlers and Africans early in Jamestown, Virginia. |
| 9-12 | SS.912.AA.1.3 | Analyze the reciprocal roles of the Triangular Trade routes between Africa, the western hemisphere and Europe. |
| 9-12 | SS.912.CG.1.1 | Examine how intellectual influences in primary documents contributed to the ideas in the Declaration of Independence and U.S. Constitution. |
| 9-12 | SS.912.CG.1.2 | Explain the influence of Enlightenment ideas on the Declaration of Independence. |
| 9-12 | SS.912.CG.1.3 | Explain arguments presented in the Federalist Papers in support of ratifying the U.S. Constitution and a republican form of government. |
| 9-12 | SS.912.E.1.1 | Identify the factors of production and why they are necessary for the production of goods and services. |
| 9-12 | SS.912.E.1.2 | Analyze production possibilities curves to explain choice, scarcity and opportunity costs. |
| 9-12 | SS.912.E.1.3 | Compare how the various economic systems (traditional, market, command, mixed) answer the questions: What to produce? How to produce? For whom? |
| 9-12 | SS.912.FL.1.1 | Evaluate and reflect on how values affect personal financial decision-making. |
| 9-12 | SS.912.FL.1.2 | Understand how cognitive biases affect personal financial decision-making. |
| 9-12 | SS.912.FL.1.3 | Explain that loss aversion implies that losses brought about by a decision are weighed more than the gains. |
| 9-12 | SS.912.G.1.1 | Design maps using a variety of technologies based on descriptive data to explain physical and cultural attributes of major world regions. |
| 9-12 | SS.912.G.1.2 | Use spatial perspective and appropriate geographic terms and tools, including the Six Essential Elements, as organizational schema. |
| 9-12 | SS.912.G.1.3 | Employ applicable units of measurement and scale to solve simple locational problems using maps and globes. |
| 9-12 | SS.912.H.1.1 | Relate works in the arts (e.g., architecture, dance, music, theatre, visual arts) of varying styles and genre to the periods in which they were created. |
| 9-12 | SS.912.H.1.2 | Describe how historical events, social context and culture impact forms, techniques and purposes of works in the arts. |
| 9-12 | SS.912.HE.1.1 | Define the Holocaust as the planned and systematic state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators. |
| 9-12 | SS.912.HE.1.2 | Analyze how the Nazi regime utilized and built on historical antisemitism to create a common enemy of the Jews. |
| 9-12 | SS.912.HE.1.3 | Analyze how the Treaty of Versailles was a causal factor leading to the rise of the Nazis and the spread of antisemitism. |
| 9-12 | SS.912.P.1.1 | Define psychology as a discipline and identify its goals as a science. |
| 9-12 | SS.912.P.1.2 | Describe the emergence of psychology as a scientific discipline. |
| 9-12 | SS.912.P.1.3 | Describe perspectives employed to understand behavior and mental processes. |
| 9-12 | SS.912.S.1.1 | Discuss the development of the field of sociology as a social science. |
| 9-12 | SS.912.S.1.2 | Identify early leading theorists within social science. |
| 9-12 | SS.912.S.1.3 | Compare sociology with other social science disciplines. |
| 9-12 | SS.912.W.1.1 | Use timelines to establish cause and effect relationships of historical events. |
| 9-12 | SS.912.W.1.2 | Compare time measurement systems used by different cultures. |
| 9-12 | SS.912.W.1.3 | Interpret and evaluate primary and secondary sources. |
Is homeschooling legal in Florida?
Yes. Florida home education is governed by Fla.
Do I have to notify anyone to homeschool in Florida?
A parent establishing a home education program must file a written notice of intent with the district school superintendent within 30 days of establishing the program (Fla. Stat. 1002.41(1)(a)). The notice must be signed by the parent and include the full legal names, addresses, and birthdates of all children in the program. This is a ONE-TIME filing (not annual). A separate written notice of termination must be filed within 30 days if the program ends.
Is standardized testing required for homeschoolers in Florida?
Yes. Parent must maintain a portfolio of records and materials consisting of (1) a contemporaneous log of educational activities that designates by title any reading materials used, and (2) samples of the student's writings, worksheets, workbooks, or creative materials. The portfolio must be preserved by the parent for 2 years and made available for inspection by the superintendent (or agent) upon 15 days' written notice (Fla. Stat. 1002.41(1)(b)).
What subjects are required for homeschooling in Florida?
Florida statute does not enumerate a required subject list. Families typically cover English/language arts, math, science, and social studies.
Does Florida have its own learning standards?
Math: Florida B.E.S.T. Standards for Mathematics (Benchmarks for Excellent Student Thinking). ELA: Florida B.E.S.T. Standards for English Language Arts (Benchmarks for Excellent Student Thinking). Science: Florida Next Generation Sunshine State Standards (NGSSS) for Science. Social studies: Florida Next Generation Sunshine State Standards (NGSSS) for Social Studies (revised 2021/2023; not the national C3 Framework).