Below is a list of Next Generation Sunshine State Standards and Common Core State Standards that align with the What Lives in the Wetland program. When you set up your field trip, we will discuss your specific objectives and work on a program to address a specific standard(s). See Enrichment Activities page for standard-aligned activities that already are developed. Additional standards can be tailored to your needs through extension activities.
K12
- LACC.K12.W.2.6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- LACC.K12.W.4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Kindergarten
- SC.K.N.1.1 - Collaborate with a partner to collect information
- SC.K.N.1.2 - Make observations of the natural world and know that they are descriptors collected using the five senses
- SC.K.N.1.3 - Keep records as appropriate — such as pictorial records — of investigations conducted.
- SC.K.N.1.5 - Recognize that learning can come from careful observation.
1st Grade
- SC.1.N.1.2 - Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others.
- SC.1.N.1.3 - Keep records as appropriate - such as pictorial and written records - of investigations conducted
- SC.1.L.14.1 - Make observations of living things and their environment using the five senses.
Second Grade
- SC.2.N.1.2 - Compare the observations made by different groups using the same tools.
- SC.2.N.1.5 - Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
- SC.2.N.1.6 -Explain how scientists alone or in groups are always investigating new ways to solve problems.
Third Grade
- SC.3.N.1.2 - Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
- SC.3.N.1.3 - Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
Fourth Grade
- SC.4.N.1.2 - Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
- SC.4.N.1.3 - Explain that science does not always follow a rigidly defined method (“the scientific method”) but that science does involve the use of observations and empirical evidence.
- SC.4.N.1.6 - Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
- SC.4.N.1.7 - Recognize and explain that scientists base their explanations on evidence.
- SC.4.N.1.8 - Recognize that science involves creativity in designing experiments.
- SC.4.L.17.4 - Recognize ways plants and animals, including humans, can impact the environment.
Fifth Grade
- SC.5.N.1.2 - Explain the difference between an experiment and other types of scientific investigation
- SC.5.N.1.3 - Recognize and explain the need for repeated experimental trials.
- SC.5.N.1.5 - Recognize and explain that authentic scientific investigation frequently does not parallel the steps of “the scientific method.”
- SC.5.N.1.6 - Recognize and explain the difference between personal opinion/interpretation and verified observation.
- 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.
- SC.5.L.17.1 - Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
- 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.
Sixth Grade
- SC.6.N.1.3 - Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
- SC.6.N.1.4 - Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
- SC.6.N.1.5 - Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
Seventh Grade
- SC.7.N.1.2 - Differentiate replication (by others) from repetition (multiple trials).
- SC.7.N.1.3 - Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.
- SC.7.N.1.6 - Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
- SC.7.N.1.7 - Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community.
- SC.7.E.6.6 - Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
Eighth Grade
- SC.8.N.1.3 - Use phrases such as “results support” or “fail to support” in science, understanding that science does not offer conclusive ‘proof’ of a knowledge claim.
- SC.8.N.1.6 - Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
Ninth - Twelfth Grade
- SC.912.N.1.6 - Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
- SC.912.N.1.7 - Recognize the role of creativity in constructing scientific questions, methods and explanations.
- SC.912.L.17.4 - Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
- SC.912.L.17.7 - Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- 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.