Compendium of Coastal, Wetland, and Restoration Information

LA GLEs for Coastal and Wetland Education

The following Grade Level Expectations (2003) have been selected for their relevance to teaching coastal and wetland related concepts in grades PreK – 12. Other GLEs not listed may also be appropriate, but the GLEs listed below reflect those most closely related to coastal and wetland education topics. Notations in parenthesis refer to the LA Benchmarks for Science (1997).

PreK

Physical Science Properties of Matter
9. Sort objects using one characteristic (PK-CS-P2; PS-E-A1)
Life Science - Characteristics of Organisms
20. Give examples of different kinds of plants and different kinds of animals (PK-CS-L1)
Life Science - Life Cycles of Organisms-
22. Learn about animals and plants through nonfiction literature (PK-CS-L1; LS-E-B1)
Life Science - Organisms and Their Environments-
24. Describe plants and animals in the schoolyard or home environments (PK-CS-L1; LS-E-C1)
Life Science - Characteristics of Organisms
25. Identify easily observable variations within types of plants and animals (e.g. features of classmates, varieties of trees, breeds of dogs) (LS-E-A4)
Life Science - Life Cycles of Organisms -
28. Observe life cycles and describe changes (e.g. humans, dogs, insects) (LS-E-B1)
Earth and Space Science
30. Distinguish between areas of Earth covered by land and water (ESS-E-A2)

Grade 1

Science as Inquiry – Understanding Scientific Inquiry
12. Explain and give examples of how scientific discoveries have affected society (SI-E-B6)
Life Science - Characteristics of Organisms-
26. Describe the differences between plants & animals (LS-E-A1)
27. Identify what animals and plants need to grow and develop (LS-E-A1)
28. Describe the characteristics of living (biotic) and nonliving (abiotic) things (LS-E-A2)
Life Science - Life Cycles of Organisms-
30. Record and share observations of changes in developing plants (LS-E-B1)
31. Describe how animals and their offspring are similar and how they are different (LS-E-B3)
Life Science - Organisms and Their Environments-
32. Describe features of some animals that benefit them in their environments (LS-E-C1)
34. Record evidence of plants and animals in the schoolyard or other environments (LS-E-C2)
Earth and Space Science - Properties of Earth Material
35. Examine soils to determine that they are often found in layers (ESS-E-A1)
37. Illustrate how water changes from one form to another (e.g. freezing, melting, evaporating) (ESS-E-A-3)

Grade 2

Science as Inquiry – Understanding Scientific Inquiry
13. Explain and give examples of how scientific discoveries have affected society (SI-E-B6)
Life Science – Characteristics of Organisms
27. Match the appropriate food source & habitat for a variety of animals (e.g., cows/grass/field, fish/tadpoles/water) (LS-E-A1)
28. Describe structures of plants (e.g. roots, leaves, stems, flowers, seeds) (LS-E-A3)
29. Compare differences and similarities among a variety of seed plants (LS-E-A3)
30. Identify physical characteristics of organisms (e.g. worms, amphibians, plants) (LS-E-A4)
31. Identify and discuss the arrangement of the food pyramid (LS-E-A6)
Life Science - Life Cycles of Organisms
33. Compare the life cycles of selected organisms (e.g. mealworm, caterpillar, tadpole) (LS-E-C1)
Life Science – Organisms and Their Environments
35. Identify the components of a variety of habitats and describe how organisms in those habitats depend on each other (LSE- C1)
36. Observe and record the properties of rocks, minerals, and soils gathered from their surroundings (e.g. color, texture, odor) (ESS-E-A1)
Earth and Space Science – Properties of Earth Material
37. Compare bodies of water found on Earth (e.g. oceans, seas, lakes, rivers, glaciers) (ES-E-A2)
Science and the Environment
45. Locate and identify plants and animals within an ecosystem (SE-E-A2)
46. Illustrate and describe a simple food chain located within an ecosystem (SE-E-A2)
47. Identify the sun as the primary energy source in a food chain (SE-E-A2)
48. Describe a variety of activities related to preserving the environment (SE-E-A3)
50. Describe ways in which habitat loss or change can occur as a result of natural events or human impact (SE-E-A5)
51. Describe and give examples of threatened or endangered species (SE-E-A5)

Grade 3

Science as Inquiry – Understanding Scientific Inquiry
17. Explain and give examples of how scientific discoveries have affected society (SI-E-B6)
Life Science – Characteristics of Organisms
35. Compare structures (parts of the body) in a variety of animals (e.g. fish, mammals, reptiles, amphibians, birds, and insects) (LS-E-A3)
36. Compare structures (e.g. roots, leaves, stems, flowers, seeds) and their functions in a variety of plants (LS-E-A3)
37. Describe how plant structures enable the plant to meet basic needs (LS-E-A4)
38. Classify groups of organisms based on common characteristics (LS-E-A4)
39. Compare organisms from different groups (e.g. birds with mammals, terrestrial plants with aquatic plants) (LS-E-A4)
Earth and Space Science – Properties of Earth Materials
46. Describe earth processes that affected selected features in students’ neighborhoods (e.g. rusting, weathering, erosion) (ESS-E-A1)
48. Identify examples of the processes of a water cycle (e.g. evaporation, condensation, precipitation, collection of runoff) (ESS-E-A3)
Science and the Environment
57. Describe the interrelationships of living (biotic) and nonliving (abiotic) components within various ecosystems (e.g. terrarium, swamp, back yard) (SE- E-A1)
58. Describe how humans have had negative and positive effects on organisms and their environments (SE-E-A3) (SE-EA5)
61. Explain how selected animals once classified as endangered have recovered (SE-E-A5)
62. Identify animals in Louisiana that have recovered and that are no longer considered endangered (SE-E-A5)

Grade 4

Science as Inquiry – Understanding Scientific Inquiry
21. Use evidence from previous investigations to ask additional questions and to initiate further explorations (SI-E-B6)
22. Explain and give examples of how scientific discoveries have affected society (SI-E-B6)
Life Science -Characteristics of Organisms
40. Explain the functions of plant structures (e.g. roots, leaves, stems, flowers, seeds) in relation to their ability to make food through photosynthesis (LS-E-A3)
41. Describe how parts of animals’ bodies are related to their functions and survival (e.g. wings/flying, webbed feet/swimming) (LS-E-A3)
Life Science – Life Cycles of Organisms
45. Identify reproductive structures in plants and describe the functions of each (LS-E-B1)
46. Describe how some plants can be grown from a plant part instead of a seed (LS-E-B1)
47. Sequence stages of life cycles of various organisms, including seed plants (LS-E-B1)
48. Classify examples of plants and animals based on a variety of criteria (LS-E-B2)
49. Compare similarities of plants and animals based on a variety of criteria (LS-E-B2)
Life Science - Organisms and Their Environments
50. Explain how some organisms in a given habitat compete for the same resources (LS-E-C1)
51. Describe how organisms can modify their environments to meet their needs (e.g. beavers making dams) (LS-E-C1)
52. Describe how some plants and animals have adapted to their habitats (LS-E-C2)
53. Identify the habitat in which selected organisms would most likely live and explain how specific structures help organisms to survive (LS-E-C2)
54. Describe the effect of sudden increases or decreases of one group of organisms upon other organisms in the environment (LS-E-C3)
Earth and Space Science – Properties of Earth Materials
56. Investigate the properties of soil (e.g. color, texture, capacity to retain water, ability to support plant growth) (ESS-E-A1)
58. Draw, label, and explain the components of the water cycle (ESS-E-A3)
63. Demonstrate and explain how Earth’s surface is changed as a result of slow and rapid processes (e.g. sand dunes, canyons, volcanoes, earthquakes) (ESS-E-A5; ESS-E-A1)
Science and the Environment
70. Design an ecosystem that includes living (biotic) and nonliving (abiotic) components and illustrate interdependence (SE-E-A1)
71. Describe and explain food chains/webs and the directional flow of energy in various ecosystems (e.g. construct a model, drawing, diagram, graphic organizer) (SE-E-A2)
72. Predict and describe consequences of the removal of one component in a balanced ecosystem (e.g. consumer, herbivores, nonliving component) (SE-E-A2)

Grade 5

Science as Inquiry – Understanding Scientific Inquiry
38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and
form new ideas (SI-M-B6)
39. Identify areas in which technology has changed human lives (e.g. transportation, communication, geographic information
systems, DNA fingerprinting) (SI-M-B7)
40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)
Physical Science – Transformations of Energy
12. Identify the sun as Earth’s primary energy source and give examples (e.g. photosynthesis, water cycle) to support that
conclusion (PS-M-C3)
Life Science – Structure and Function of Living Systems
18. Describe metamorphosis of an amphibian (LS-M-A3)
19. Describe the processes of photosynthesis and respiration in green plants (LS-M-A4)
Life Science – Population and Ecosystems
22. Develop and use a simple dichotomous key to classify common plants and animals (LS-M-C1)
23. Construct food chains that could be found in ponds, marshes, oceans, forests, or meadows (LS-M-C2)
24. Describe the roles of producers, consumers, and decomposers in a food chain (LS-M-C2)
25. Compare food chains and food webs (LSM-C2)
26. Identify & describe ecosystems of local importance (LS-M-C3)
27. Compare common traits of organisms within major ecosystems (LS-M-C3)
28. Explain and give examples of predator/prey relationships (LS-M-C4)
Life Science – Adaptations of Organisms
29. Describe adaptations of plants and animals that enable the to thrive in local and other natural environments (LS-M-D1)
Earth and Space Science – Structure of the Earth
30. Identify organic and inorganic matter in soil samples with the aid of a hand lens or microscope (ESS-M-A4)
32. Demonstrate the results of constructive and destructive forces using models or illustrations (ESS-M-A7)
33. Identify processes that prevent or cause erosion (ESS-M-A7)
34. Identify the components of the hydrosphere (ESS-M-A11)
Science and the Environment
48. Determine the ability of an ecosystem to support a population (carrying capacity) by identifying the resources needed by that population (SE-M-A2)
50. Describe the consequences of several types of human activities (e.g. polluting streams, regulating hunting, introducing nonnative species) on local ecosystems (SE-M-A4)
51. Describe naturally occurring cycles and identify where they are found (e.g. carbon, nitrogen, water, oxygen) (SE-M-A7)

Grade 6

Science as Inquiry – Understanding Scientific Inquiry
38. Explain that, through the use of scientific processes and knowledge, people can solve problems, make decisions, and
form new ideas (SI-M-B6)
39. Identify areas in which technology has changed human lives (e.g. transportation, communication, geographic information
systems, DNA fingerprinting) (SI-M-B7)
40. Evaluate the impact of research on scientific thought, society, and the environment (SI-M-B7)
Science and the Environment
42. Identify energy types from their source to their use and determine if the energy types are renewable, nonrenewable, or inexhaustible (SE-M-A6)
43. Explain how the use of different energy resources affects the environment and the economy (SE-M-A6)
44. Explain how an inexhaustible resource can be harnessed for energy production (SE-M-A6)
45. Describe methods for sustaining renewable resources (SE-MA6)
46. Identify ways people can reuse, recycle and reduce the use of resources to improve and protect the quality of human life
(SE-M-A6)
47. Illustrate how various technologies influence resource use in an ecosystem (e.g. forestry management, soil conservation, fishery improvement (SE-M-A8)

Grade 7 (Life Science)

Structure and Function in Living Systems
6. Compare the life cycles of a variety of organisms, including non-flowering and flowering plants, reptiles, birds, amphibians, and mammals (LS-M-A3)
Reproduction and Heredity
22. Give examples of the importance of selective breeding (e.g., domestic animals, livestock, horticulture) (LS-M-B3)
Populations and Ecosystems
23. Classify organisms based on structural characteristics, using a dichotomous key (LS-M-C1)
24. Analyze food webs to determine energy transfer among organisms (LS-M-C2)
26. Describe and compare the levels of organization of living things within an ecosystem (LS-M-C3)
27. Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer) (LS-M-C4)
28. Differentiate between ecosystem components of habitat and niche (LS-M-C4)
29. Predict the impact that changes in a species’ population have on an ecosystem (LS-M-C4)
Adaptations of Organisms
30. Differentiate between structural and behavioral adaptations in a variety of organisms (LS-M-D1)
31. Describe and evaluate the impact of introducing nonnative species into an ecosystem (LS-M-D1)
32. Describe changes that can occur in various ecosystems and relate the changes to the ability of an organism to survive (LS-M-D2)
33. Illustrate how variations in individual organisms within a population determine the success of the population (LS-M-D2)
34. Explain how environmental factors impact survival of a population (LS-M-D2)
Science and the Environment
35. Identify resources humans derive from ecosystems (SE-M-A1)
36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1)
37. Identify and describe the effects of limiting factors on a given population (SE-M-A2)
38. Evaluate the carrying capacity of an ecosystem (SE-M-A2)
39. Analyze the consequences of human activities on ecosystems (SE-M-A4)
40. Construct/draw food webs for various ecosystems (SE-M-A5)
43. Identify and analyze the environmental impact of humans’ use of technology (e.g., energy production, agriculture, transportation, human habitation) (SE-M-A8)

Grade 8 (Earth and Space Science)

Structure of Earth
15. Illustrate the role of organic processes in soil formation (ESSM-A4)
19. Determine the results of constructive and destructive forces upon landform development with the aid of geologic maps of Louisiana (ESS-M-A7)
20. Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations (ESS-M-A8)
21. Read and interpret topographic maps (ESS-M-A9)
22. Compare ocean floor topography to continental topography by using topographic maps (ESS-M-A9)
23. Explain the processes of evaporation, condensation, precipitation, infiltration, transpiration, and sublimation as they relate to the water cycle (ESS-M-A10)
24. Investigate and explain how given factors (e.g., climate, type of rock, ground cover) affect the rate of water movement in the water cycle (ESS-M-A10)
28. Use historical data to plot the movement of hurricanes and explain events or conditions that affected their paths (ESS-MA12)
Earth in the Solar System
48. Communicate ways that information from space exploration and technological research have advanced understanding about Earth, the solar system, and the universe (ESS-M-C8)
49. Identify practical applications of technological advances resulting from space exploration and scientific and technological research (ESS-M-C8)
Science and the Environment
50. Illustrate possible point and non-point source contributions to pollution and natural or human-induced pathways of a pollutant in an ecosystem (SE-M-A3)
51. Analyze the consequences of human activities on global Earth systems (SE-M-A4)
52. Describe the relationship between plant type and soil compatibility (SE-M-A9)
53. Distinguish among several examples of erosion (e.g., stream bank, topsoil, coastal) and describe common preventive measures (SE-M-A10)

Grade 10 (Biology)

Biological Evolution
18. Classify organisms from different kingdoms at several taxonomic levels, using a dichotomous key (LS-H-C4)
20. Analyze differences in life cycles of selected organisms in each of the kingdoms (LS-H-C6)
Interdependence of Organisms
24. Analyze food webs by predicting the impact of the loss or gain of an organism (LS-H-D2)
26. Analyze the dynamics of a population with and without limiting factors (LS-H-D3)
27. Analyze positive and negative effects of human actions on ecosystems (LS-H-D4) (SE-H-A7)

Environmental Science (USUALLY AN ELECTIVE)

Ecological Systems and Interactions
1. Describe the abiotic and biotic factors that distinguish Earth’s major ecological systems (SE-H-A1)
4. Determine the effects of limiting factors on a population and describe the concept of carrying capacity (SE-H-A3)
5. Examine and discuss the major stages of succession, describing the generalized sequential order of the types of plant species (SE-H-A4)
8. Explain how species in an ecosystem interact and link in a complex web (SE-H-A7; SE-H-A10)
10. Analyze the effect of an invasive species on the biodiversity within ecosystems (SE-H-A9)
12. Give examples and describe the effect of pollutants on selected populations (SE-H-A11)
Resources and Resource Management
18. Identify the factors that affect sustainable development (SEH- B6)
Personal Choices and Responsible Actions
21. Analyze the effect of common social, economic, technological, and political considerations on environmental policy (SE-H-C3)
22. Analyze the risk-benefit ratio for selected environmental situations (SE-H-C4)
23. Describe the relationship between public support and the enforcement of environmental policies (SE-H-C5)
Environmental Awareness and Protection
27. Describe how accountability toward the environment affects sustainability (SE-H-D5)

For the complete LA GLE listing and the 2008 LA Comprehensive Curriculum, visit
http://www.doe.state.la.us/lde/saa/2257.html