Iowa Academic Standards for Science:
The fabulous world of Wetlands

The Fabulous World of Wetlands helps to fulfill the following standards in the Iowa Academic Standards for Science:

Kindergarten

K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-2
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-ESS3-3
Communicate solutions that will improve sustainability of the land, water, air, and/or other living things in the local environment.

Second Grade

2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.

2-ESS2-1
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.

2-ESS2-2
Develop a model to represent the shapes and kinds of land and bodies of water in an area.

Third Grade

3-LS4-3
Construct an argument with evidence that in a particular habitat, some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Fourth Grade

4-ESS2-2
Analyze and interpret data from maps to describe patterns of Earth’s features.

4-ESS3-2
Generate and compare multiple solutions to reduce the impacts of natural Earth hazards on humans.

Fifth Grade

5-ESS2-1
Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

5-ESS3-1
Obtain and combine information about ways individuals and communities use science ideas to protect the Earth’s resources and environment.

Sixth Grade

6-ESS2-2
Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Seventh Grade

7-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

7-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

7-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Eighth Grade

8-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

8-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.

High School

HS-LS2-3
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-6
Evaluate the 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 increasing environmental sustainability and 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-ESS3-1
Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and climate changes and trends have influenced human civilizations.

HS-ESS3-4
Evaluate or refine a technological solution that reduces society’s influence on natural systems.