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Rivers: Standards

Idaho Common Core State Standards

Here are correlations to the National Common Core Language and Math standards and to the Idaho State Science Standards. If you'd like, you may go directly to the Idaho science standards for this topic. For more information about the overall standards, see the complete Idaho Content Standards for Science, the Next Generation Science Standards, the Common Core Language standards, or the Common Core Math standards.


Second Grade

CCSS.ELA-Literacy.L.2.2a [CCSS page]

Capitalize holidays, product names, and geographic names.

Suggested Lesson

Practice writing the names of significant rivers that are near your location or that have historical value.

Fourth Grade

CCSS.ELA-Literacy.RI.4.3 [CCSS page]

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.

Suggested Lesson

Explain in writing how sediment forms to redirect the flow of a river as in the case of a meander.

Sixth Grade

CCSS.ELA-Literacy.W.6.3 [CCSS page]

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Suggested Lesson

Tell the story of a river's journey from headwater to mouth. Include details that describe common parts of a river, such as a waterfall, an alluvial fan, banks, oxbow lake, etc.


First Grade

CCSS.Math.Content.1.MD.A.1 [CCSS page]

Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Suggested Lesson

Using a map of Idaho, order the lengths of the major rivers from smallest to largest. Compare them to the river nearest your location.

Third Grade

CCSS.Math.Content.3.MD.B.4 [CCSS page]

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units — whole numbers, halves, or quarters.

Suggested Lesson

Measure the length of one of the pieces of a standard piece of chalkboard chalk broken into 2–3 pieces. Place one broken piece into a small lidded container such as an empty pill bottle or film canister. Fill container to cover chalk with water, place the lid on and shake. Shake the container for several minutes. Pour the contents out and soak up most of the water with a paper towel. This may take a few minutes. Measure the size of the chalk again. Observe the changes in the chalk. Discuss how this is related to erosion. What can you determine about the small particles?

Fifth Grade

CCSS.Math.Content.5.G.A.1 [CCSS page]

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Suggested Lesson

Copy a map of Idaho (or some other location) on to graph paper labeled with coordinates. Make sure to include the location's rivers. Play a game of “Battleship” by having students identify the river located at specific coordinates on that map. Have students color in the ones they are able to identify. An opposing player gets to color in the river if it was identified incorrectly.



Earth and Space Sciences: ESS2-K-1 [ICS page]

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

Supporting Content:

Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Plants, animals, and their surroundings make up a system.

Earth and Space Sciences: ESS2-K-3 [ICS page]

Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Supporting Content:

Things that people do can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Second Grade

Life Sciences: LS2-2-1 [ICS page]

Make observations of plants and animals to compare the diversity of life in different habitats.

Supporting Content:

There are many different kinds of living things in any area, and they exist in different places on land and in water. The emphasis is on the diversity of living things in each of a variety of different habitats.

Earth and Space Sciences: ESS1-2-1 [ICS page]

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

Supporting Content:

Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. An example is the erosion of rocks by water, which occurs slowly.

Earth and Space Sciences: ESS2-2-1 [ICS page]

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

Supporting Content:

Wind and water can change the shape of the land. Examples of solutions could include different designs of dikes and to hold back water, and different designs for using shrubs, grass, and trees to hold back the land. Because there is always more than one possible solution to a problem, it is useful to compare and test designs.

Earth and Space Sciences: ESS2-2-2 [ICS page]

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

Supporting Content:

Maps show where things are located. One can map the land and water in any area.

Earth and Space Sciences: ESS2-2-3 [ICS page]

Obtain information to identify where water is found on Earth and that it can be solid, liquid or gas.

Supporting Content:

Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

Third Grade

Earth and Space Sciences: ESS2-3-1 [ICS page]

Make a claim about the merit of a design solution that reduced the impacts of a weather-related natural hazard.

Supporting Content:

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. An examples of design solutions to a natural hazard could include barriers to prevent flooding.

Fourth Grade

Earth and Space Sciences: ESS1-4-1 [ICS page]

Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.

Supporting Content:

Examples of evidence from patterns could include a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.

Earth and Space Sciences: ESS2-4-1 [ICS page]

Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

Supporting Content:

Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.

Earth and Space Sciences: ESS3-4-1 [ICS page]

Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

Supporting Content:

Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Examples of renewable energy resources could include water behind dams. Examples of environmental effects could include loss of habitat due to dams.

Fifth Grade

Earth and Space Sciences: ESS2-5-2 [ICS page]

Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.

Supporting Content:

Nearly all of Earth's available water is in the ocean. Most fresh water is in glaciers, polar ice caps, or underground; only a tiny fraction is in rivers, lakes, wetlands, and the atmosphere.

Earth and Space Sciences: ESS3-5-1 [ICS page]

Support, obtain, and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.

Supporting Content:

Human activities in agriculture, industry, and everyday life have effects on the land, vegetation, streams and rivers. Individuals and communities are doing things to help protect Earth's resources and environment.

Life Sciences LS2-5-4 [ICS page]

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.

Supporting Content:

Populations live in a variety of habitats, and change in those habitats affects the organisms living there. Examples of environmental changes could include changes in water distribution. When the environment changes, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.

Sixth Grade/Middle School

Earth and Space Sciences: ESS2-MS-2 [ICS page]

Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

Supporting Content:

Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Water's movements-both on the land and underground—cause weathering and erosion, which change the land's surface features and create underground formations.

Earth and Space Sciences: ESS2-MS-4 [ICS page]

Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

Supporting Content:

Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Global movements of water and its changes in form are propelled by sunlight and gravity. Emphasis is on the ways water changes its state as it moves through the multiple pathways of the hydrologic cycle.

Earth and Space Sciences: ESS3-MS-1 [ICS page]

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.

Supporting Content:

Resources such as fresh water are limited, and distributed unevenly around the planet as a result of past geologic processes.

Earth and Space Sciences: ESS3-MS-3 [ICS page]

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

Supporting Content:

Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development or the removal of wetlands), and pollution (such as of the air, water, or land). Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact.

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