The Well Watch Program aligns our lessons to Colorado Academic Standards. Below you can see the main standards we focus on! 1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.3-LS3-2
Use evidence to support the explanation that traits can be influenced by the environment.3-ESS2-2
Obtain and combine information to describe climates in different regions of the world.3-ESS3-1
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Compare primary and secondary sources when explaining the past.SS.3.1.2
People in the past influenced the development and interaction of different communities or regions.SS.3.2.1
Use geographic tools to develop spatial thinking.SS.3.2.2
The concept of region is developed through an examination of similarities and differences in places and communities.SS.3.3.1
Producers and consumers exchange goods and services in different ways.SS.3.4.1
Respect the views and rights of others.
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.3.MD.B
Represent and interpret data.
English Language ArtsSL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6
Speak in complete sentences when appropriate to the task and situation in order to provide the requested detail or clarification.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.4-ESS2-1
Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earth’s features.4-ESS3-1
Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment.4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Analyze primary and secondary sources from multiple points of view to develop an understanding of the history of Colorado.SS.4.2.1
Use geographic tools to research and answer questions about Colorado’s geography.SS.4.2.2
Connections are developed within and across human and physical systems.SS.4.3.1
People respond to positive and negative incentives.SS.4.4.1
Identify, investigate, and analyze multiple perspectives on civic issues.
English Language Arts4-SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.4-SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.4-SL.4.3
Identify the reasons and evidence a speaker provides to support particular points.4-SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.4-RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4-RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.4-RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.4-RI.4.5
Describe the overall structure (for example, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Support an argument that plants get the materials they need for growth chiefly from air and water.5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.5-ESS2-2
Describe and graph the amounts and percentages of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth.5-ESS3-1
Obtain and combine information about ways individual communities use scientific ideas to protect the Earth’s resources and environment.
Analyze primary and secondary sources from multiple points of view to develop an understanding of early United States history.5-SS.1.2
The historical eras, individuals, groups, ideas, and themes in North America from European colonization through the establishment of the United States Government.5-SS.2.1
Use geographic tools and sources to research and answer questions about United States geography.5-SS.2.2
Causes and consequences of movement.
English Language ArtsSL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes.SL.5.5
Include multimedia components (for example: graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.RI.5.5
Compare and contrast the overall structure (for example: chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.MS-LS4-1
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.MS-ESS2-1
Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.MS-ESS2-2
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.MS-ESS2-4
Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.MS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Analyze and interpret primary and secondary sources to ask and research historical questions about the Western Hemisphere.SS.MS.1.2
The historical eras, individuals, groups, ideas, and themes within regions of the Western Hemisphere and their relationships with one another.SS.MS.2.1
Use geographic tools and resources to research and make geographic inferences and predictions about the Western Hemisphere.SS.MS.2.2
Regional differences and perspectives in the Western Hemisphere impact human and environmental interactions.
Represent and analyze quantitative relationships between dependent and independent variables.MS.SP.A
Statistics & Probability: Develop an understanding of statistical variability.MS.SP.B
Statistics & Probability: Draw informal comparative inferences about two populations.
Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.HS-LS2-7
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.HS-LS4-6
Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.HS-ESS2-1
Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.HS-ESS2-2
Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.HS-ESS2-4
Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.HS-ESS2-5
Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.HS-ESS3-1
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.HS-ESS3-5
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts on Earth’s systems.HS-ESS3-6
Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Use the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.SS.HS.2.1
Use geographic tools and resources to analyze Earth’s human systems and physical features to investigate and address geographic issues.SS.HS.2.3
The interconnected nature of the world, its people and places.SS.HS.4.1
Research and formulate positions on local, state, and national issues or policies to participate in a civil society.
Model data in context with plots on the real number line (dot plots, histograms, and box plots)HS.S-ID.A.2
Use statistics appropriate to the shape of the data distribution to compare the center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.HS.S-ID.B.6
Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
- This is not an exhaustive list of all standards the WWP focuses on. If you want a specific standard met and do not see it, please contact our team! ↩︎